This study was aimed at seeking educational methods to enhance core competences that are important on the job by improving the level of core competences of pre-service teachers before graduation who majored in early childhood education. In order to achieve the purpose of this study, the core competences of pre-service teachers before graduation were diagnosed using K-CESA, and then the level of importance of core competences recognized by field early childhood education specialists was analyzed. Finally, in-depth interviews with these specialists were conducted. The results of this study are as follows. First, the personal relations competence was at the highest level among the core competences possessed by pre-service teachers, followed by self-management competence, global competence, application ability of resources, and information and technology, comprehensive thinking skills, and communication competence. Second, the analysis of the level of importance of core competences recognized by field early childhood education specialists showed that self-management competence was the most important, followed by communication competence, personal relations competence, comprehensive thinking skills, application ability of resources, and information and technology, and global competence. Third, the results of analysis of the difference between the level of importance of core competences recognized by field early childhood education specialists and the level of the actual core competence of pre-service teachers showed that field early childhood education specialists recognized self-management competence, communication competence, and personal relations competence to be important in the decreasing order while the actual core competences in pre-service teachers were measured to be personal relations competence, self-management competence, and global competence in the decreasing order, which indeed indicated difference. Fourth, the results of in-depth interviews with field early childhood education specialists on why core competences were important were categorized as 修身: promoting the holistic development of children, 易地思之: understanding other mothers and fellow teachers who have different ideas, and 通卽不痛,不通卽痛: communicating for problem solving. Fifth, the results of in-depth interviews with field early childhood education specialists with respect to the educational methods to strengthen core competences in the early childhood teacher nurture curriculum were categorized as fundamental of core competence improvement: personality education is the answer, highest priority on the change in teachers perceptions and attitudes: listening to the voice in the field and applying it to the class, diversification of curriculum: finding happiness in irregular courses, and improvement of teaching methods: strengthening core competences in regular courses. Based on the results of this study, improvements in the early childhood teacher nurture curriculum to enhance the core competences of pre-service teachers were proposed.