The purpose of this research was to understand kindergarten teachers’ perception about the meaning of history, the history education and the history education in early childhood through interviews. Participants of this research were 10 teachers currently working for either public or private kindergartens in Seoul or Kyunggi with the educational career over 3 years. Using interviews as the main method of the research, an interview was executed for each teacher and further data collecting was executed via telephone or e-mail after the first interview. Results of this research are as follows. Firstly, kindergarten teachers perceived the meaning of history as a combination of culture transmitted from generation to generation in the nation, generally acknowledged facts about the past, and a changing process following the passage of time. Secondly, kindergarten teachers thought value of the history education as knowing the history and knowing by the history. Teachers perceived that getting to know history itself is history education and goal of history education as well, since history is common sense in this case. On the other hand, teachers mentioned other educational values which arev available by considering history as a means for history education. Thirdly, kindergarten teachers’ perception about history education was divided into comprehensive position and restrictive position, by the standard of the contents and methods of history education, and there was also confused position. In comprehensive position, teachers perceived that all activities related to time and changes are to be included as history education. Thus, they argued that history education in early childhood can be constantly done in daily life. On the other hand, in restrictive position, by limiting the range of history education in early childhood to the national history, teachers seemed to limit the notion of activities in practice as well. In addition, teachers’ perception was not fully represented either as the comprehensive or as the restrictive position, but shown as the confused position of the two. In the progress of the research, teachers seemed to change their previous position or get confused between the two positions inconsistently during the interview.