Purpose: This study’s purpose was to examine the differences in attitudes toward building early child education communities of mothers who send their children to kindergarten according to mothers’ social demographic factors and experiential factors regarding early child education institutes. Method: A total of 335 mothers from metropolitan city A and 3 mid-sized cities in the vicinity participated in the study and answered a questionnaire. The data was analyzed by t-test, ANOVA and Scheffé post-hoc analyses with the SPSS 23.0 program. Results: First, the attitudes toward building early child education communities for mothers were mostly positive, and concretely, attitudes for respecting teacher expertise and accepting differences were highest. Second, significant differences were identified in attitudes toward building early child education communities for mothers according to job status and monthly family income, but there was no difference in age. Third, the results showed that significant differences were identified in the attitudes for mothers according to the level of participation in parental education, educational institution satisfaction level, and the awareness level of the institutes attending their children as educational communities. Conclusion: The factors affecting to attitudes toward establishing early child education communities of mothers as the agents of educational communities, have implications for planning parent education program which support to establish educational communities and role of the institutes.