This study aimed to survey the current situation of the management of after-school child care classrooms centering around the actual field of after-school child care, and then, to clarify the recognition of after-school child care teachers as to their desirable qualities and roles and their degree of satisfaction in the management of classrooms. And based on the findings of the survey, it also aimed to define what are the desirable qualities and roles as after-school child care teachers, and to suggest future directions for the development of after-school child care by offering basic materials. The survey for the study was administered making after-school child care teachers in 533 facilities over the nation. Total number of the returned questionnaires was 339. The final findings of the study are as follows. First, teachers working in after-school child care classrooms were shown to be mostly women(93.2%), whose average age was 31.6. In their marital status, the married were 44.0%. The average period of the career of the teachers was 3.2 years. In their educational career, those who graduated from universities were 51.9% and those who graduated from two-year colleges were 31.0%. The number of the classrooms being managed was mostly 1 - 3 units and the average number of the children per institution was 24.1. Most after-school child care classrooms were shown to open around 1 p.m. and to close around 6 p.m. It was shown that they are now in charge of an average of 19.6 children per teacher. Second, teachers now working in after-school child care classrooms thought that after-school child care classrooms should offer \"a safe protection of children,\" \"a promotion of children\'s wholesome comprehensive development,\" and \"a role complementing the regular education at school.\" After-school child care teachers thought that the importance of the activities offered in after-school child care classrooms was in order of lifestyle guidance, homework and study activities, special activities, plays, having snacks, and having meals. Thirdly, as for the recognition of after-school child care teachers as to their desirable qualifications and the roles, 60.5% of the respondents answered, first of all, that \"a specific qualification as an after-school child care teacher\" was needed for an eligible teacher. As for basic qualities as an after-school child care teacher, most respondents thought that \"to be tender teachers like parents\" was the most important. Fourthly, the respondents pointed out the following items as the most difficult things in their work: the difficulty in teaching children, heavy work, too many number of children per a teacher, small space of the facilities. Fifthly, as for the future directions for the improvement, the respondents expressed a hope that the government should play an active part by rearranging related regulations and legislation, practicing a certified qualification system for an eligible teacher, and developing various programs reflecting the actual condition of the field.