This study aims to find out the opinions of teachers at the site on the operation of after-school course teachers at public kindergartens and study teachers’ perception on the operation of after-school course teachers. The study problem established for the objective is as follows. 1. How is the teachers’ perception on the operation of after-school course teachers? The teachers participating in this study consist of 5 public kindergarten teachers in Chungcheongbuk-do that are running after-school courses, and 5 public kindergarten teachers of other province or city (Daejeon, Gyeonggi-do, Daegu, Jeollabuk-do) that are running after-school courses. Study was conducted from April 6, 2015 (Mon) ~ June 27, 2015 (Sat) for 12 weeks, and in-depth interviews were conducted with 10 teachers once a week.This study conducted in-depth interviews to collect as much of important information that helps the participants’ perspective to reach insight, discovery and understanding as possible, and the methods of interview included various methods such as phone interviews and e-mails. Collected data was transcribed, and field notes, which describes the situations at the site, were used as additional preliminary material.Results obtained from this study are as follows. First, teachers were facing difficulties due to sudden changes in the operation guidelines of after-school course teachers. Policy should be coherent, and if changes are inevitable, sufficient time to adapt to such changes should be provided, so work transfer can be smoothly processed. Teachers faced difficulties as the after-school course teacher operation guidelines suddenly changed. First, teachers had to handle the curriculum solely by themselves and were the most concerned about the safety of children. Also, in case of kindergartens attached to elementary schools, teachers were operating the classroom alone that they were getting help from administrative workers in the elementary school or health teachers, and in case of kindergartens that hire 2-hour short-term instructors, teachers were using free-play activity time and their spare time to process official documents or work that a proper curriculum operation was not possible. In addition, teachers were having difficulties due to heavy workload and physical fatigue. In order to pursue a quality kindergarten education, various plans to support teachers’ work should be devised. Second, there was a difficulty in hiring after-school course teachers. Applicants decreased despite 3 notices. The reason for such decrease was the reinforced employment conditions for after-school course teachers. Also, depending on the region where the kindergarten is located in, locations below the township level had significant decrease in applicants due to the absence of license holder. Number of applicants also decreased due to reduced working hours. Not only the decrease in applicants lead to difficulty in hiring after-school course teachers, but it also created worries among teachers about after-school course teachers resigning. In addition, teachers experienced relative deprivation from the teachers that make higher wage compared to their short 4-working hours. Lastly, teachers had to bear a huge burden of having to operate both the curriculum and after-school course when after-school course teachers were not hired. However, they were not receiving proper compensation and were being hurt for not being properly acknowledged. Due to the changes in after-school course operation guidelines, teachers were being overburdened and were facing many difficulties; the organizational climate of taking teachers’ workload as granted without proper compensation or acknowledgement should be changed. Also, the manpower pool by each education office should be reinforced for employment, and the superintendent should hire and appoint after-school course teachers to kindergartens rather than the school principal. Third, due to various types of after-scho