In the current situation that desirable instructional consulting has not been settled in kindergarten, this study was conducted in order to find difficulties experienced by kindergarten teachers in the process of consulting. For this purpose, we collected data through participant observation and in depth interviews with 3 kindergarten teachers during the period from March to June, 2011. According to results obtained through these procedures, difficulties experienced by the kindergarten teachers participating in instructional consulting were confusion between conventional instructional SupervlslOn and instructional consulting, inability to request substantial contents for instructional consulting, and insufficient prelirninary exchange between teacher consultant on the contents of instructional consulting.