Objective: This study investigated how early childhood teachers’creativity and teaching flow was associated with their job satisfaction and examined the mediating effect of teaching flow. Methods: Participants were 222 early childhood teachers in Seoul. Descriptive statistics for all study variables were computed. To examine the hypothesized model and the alternative model structural equation modeling (SEM) was used. Results: The results revealed that early childhood teachers’creativity and teaching flow were positively associated with their job satisfaction. Early childhood teachers’creativity had an influence on their teaching flow, however, it didn t have a direct affect on their job satisfaction. Early childhood teachers teaching flow had an affect on their job satisfaction. Additionally, early childhood teachers’teaching flow mediated the effects of teachers creativity on their job satisfaction. Conclusion/Implications: In conclusion, early childhood teachers’teaching flow was a key predictor in the relationship between teachers creativity and job satisfaction. This study provides guidelines for interventions aimed at increasing the job satisfaction of early childhood teachers.