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The purpose of this study was to explore the pre-service early childhood teacher`s experiences through intern teaching in early childhood education focusing on reflective journal writing. As a result, two big categories were identified : stories about teaching preparations and stories about teaching processes. The pre-service teachers had difficulties in teaching procedures, interaction with children, understanding infants and children’s development, motivation and teaching materials in the practicum experience. And they wanted a guidance teacher to get some feedback about the lesson consultation, teaching procedures, and interaction with children. The research showed that pre-service early childhood teachers learned about Received (November 13, 2017), Review Result (December 7, 2017) Accepted (December 8, 2017), Published (January 31, 2018) 51352 Early Childhood Education, Changshin Univ., 262 Paryong-ro, Masanhoewon-gu, Changwon-Si, Gyeongsangnam-do, Korea email: hykim@cs.ac.kr (Corresponding Author) 51352 Early Childhood Education, Changshin Univ., 262 Paryong-ro, Masanhoewon-gu, Changwon-Si, Gyeongsangnam-do, Korea email: yjkang@cs.ac.kr Qualitative Research about Teaching Experiences of Pre-service early childhood teachers : An analysis of Reflective Journal Copyright c 2018 HSST 362 perspectives of children, basic life habits, teaching behavior and field trips by intern teaching in early childhood education. The positive feed-back with emotional support of teacher and reaction of children support reflective thinking and practical knowledge.