This study aimed to understand difficulties that infant teachers have in the process of accomplishing the teacher role and to examine what support they required. The research questions were set up as follows: what kinds of emotional difficulties do infant teachers have? Regarding emotional difficulties of infant teachers, first, teachers felt a fear and insecurity. Infants move relentlessly to explore environments and to resolve their curiosity. No one can guarantee infants’ safety considering the various risk factors around. Therefore, teachers consistently felt fear and were anxious for infants’ safety. Second, infant teachers reported that they had a sense of depression, negative emotion in the process of carrying out their role. Third, they had a feeling of doubt and shame because of low treatment, overloaded physical labor, suspected social recognition, and the comparison between major and non-major teachers. Fourth, they felt confused because each daycare center director had different philosophy and every time situation was changing according to the differences of individual infant. They also were confused because of the differences between evaluation-accreditation criteria and the reality far from the criteria. Fifth, they felt a sense of limitation of their ability and feeling of being ignored because their job might be considered that anyone could do without education and training. They also felt frustrated because of chores including cleaning. Sixth, there was a sense of give-up, negative feeling, because of dropping out, transferring, and resignation for older experienced teachers. Findings suggest that policy makers’ thoughtful support and aid are desperately needed as well as social support for quality infant care.