The purpose of this study is to investigate the difference of kindergarten teachers' perceived psychological well-being and collaborative culture of kindergartens according to teachers' personal and facilities' variables, and to analyze the relationship between psychological well-being and collaborative culture of kindergarten. Subjects for this study are 307 kindergarten teachers working in public or private kindergartens located in Seoul and the research tools, Psychological Well-Being Scale, developed by Ryff(1989), and School Culture Survey tool, developed by Gruenert(1998), was used. The results of this study are as follows. First, the older teachers are, the stronger autonomy and purpose in life they have. Married teachers show higher psychological well-being, especially on autonomy, environmental mastery, and self-acceptance than unmarried teachers. Teachers with graduate degrees or in graduate schools appear to have higher autonomy than teachers with a bachelor' degrees. Moreover, teachers working in kindergartens with 4 to 6 classes are revealed to have higher environmental mastery and stronger positive relations with others. Teachers who work less than 10 hours a day, are shown to have higher psychological well-being, especially on environmental mastery and self-acceptance. Teachers with high salary carry out higher autonomy than those with low salary. Second, teachers who are more than 35 years old, are married, or have more than 6-year teaching career appear to perceive collegial support more highly than other teachers. Teachers with higher education levels show more highly perceived collaborative culture of kindergartens and its subordinates. Additionally, the smaller scale kindergartens are, the stronger collaborative culture, collaborative leadership, professional development, unity of purpose, and collegial support are formed. The less teachers work, the stronger perceptions on collaborative culture and all of its subordinates except teacher collaboration they have. Teachers with the lowest monthly wage are shown to have the lowest perceptions on collaborative culture and its subordinates. Third, there is a positive correlation between psychological well-being of teachers and collaborative culture in kindergartens. Subordinate factors of psychological well-being have positive relationships with subordinate factors of collaborative culture, as well. Especially, teachers' positive relations with others of psychological well-being helps to improve professional development of collaborative culture.