This study aims to examine the life of a teachers in a kindergarten of disability in integrated classroom with no special educational teacher. To achieve this study purpose, a qualitative self-study was conducted targeting this researcher, who was a teacher in a kindergarten of disability in integrated classroom with no special educational teacher, through reflective journal, parents counseling journal and participant observation. The study findings are as follows. The researcher classified the experience in teaching an disability in integrated classroom with no special educational teacher into four categories. First, 「Disability in integrated classroom, Confronting」was classified into 「The first meeting with children」and 「Be a teacher in an of disability in integrated classroom.」. Second, 「Disability in integrated classroom, Looking into, deeply」was classified into 「Worries about deepening disabled children」, 「Disability in integrated classroom with normal children」, 「Looking into the meeting with parents」, and 「The ideal and the reality that a teacher feels」. Third, 「Moving forward together」was classified into 「Parents as companions and cooperators」, 「Classroom atmosphere to understand and consider each other」, and 「A teacher to grow by receiving help」. Fourth, 「Developing, based on empathy and self-reflection」was classified into 「Reflecting on myself as a teacher」and 「Disability in integrated classroom, Moving forward with hope」.