The aim of this study was to make clear the following three points. The preschool teachers who took care of disabled children and were involved with the parents had 1) what kinds of worries, 2) what kinds of needs, and 3) what kinds of expectations or desirableness for the specialists. 296 preschool teachers participated in this study. About 60% of them experienced to take charge of disabled children. The results obtained from this research are outlined below. 1) Many of them felt uneasy when they took care of the disabled children, because they didn’t have expertise knowledge concerning on the child’s care for disabled children. The number who felt uneasy by not knowing how to communicate or to guide the children was especially high. 2) A disabled child’s parents had worries or agonies, such as accepting their child’s disability, or what school their child should enter. The preschool teachers who contact with those parents during this period of time had troubles such as how to make relations with them, how to condition the reality of the child and the parents' hope for the child to enter a school, or how to receive the parents' cooperation. 3) The preschool teachers desired to gain knowledge, ski11s， and guidance methods that were necessary for disabled children's care, and to promote parents' acceptance of children’s disabilities, and to make better environment for disabled children, by intervening the specialists.