The purpose of this study was to examine the differences of the kindergarten teachers professionalism for types of kindergarten, duration of the career. For this, the study identified the professionalism of kindergarten teachers from the viewpoint of teacher s ability and defined professionalism as the total of knowledge, skill and character. Latent means analysis was used to identify more accurate group differences by controlling measurement errors. The survey was conducted on 300 kindergarten teachers working in Seoul, Gyeonggi and Incheon areas. The results of the study were as follows. First, kindergarten teacher professionalism consisted of three sub-factors of knowledge, skill, and attitude, and each factor had a close relationship with each other. Second, the results of the latent means analysis showed that the public kindergarten teachers professionalism was significantly higher than that of teachers who were in private kindergarten. When Cohen s effect size was taken into consideration, the effect size of knowledge had a large degree, while skill and attitude had a small effect size. Third, the latent means analysis by duration of the career showed that the mean value of teachers with more than 5 years of career was significantly higher than that of teachers with less than 5 years of career in every sub-factor. The effect size of the three sub-factors was above the medium level. Based on the results of the research, policy suggestions for enhancing the professionalism of kindergarten teachers were suggested.