Objective: The purpose of this study was to explore how kindergarten teachers recognize and experience children’s behavioral problems and what kind of support they demand in order to provide guidance for children’s behavioral problems. Method: We approached the behavioral problems of young children from the perspective of the teachers using in-depth interviews. Results: Kindergarten teachers defined behavioral problems as behaviors that have negative impact on oneself and others and as a fixed behavior that is not modified even after long-term guidance. The teachers classified behavioral problems into internalized and externalized behavioral problems, the latter being recognized as more serious. When dealing with children’s behavioral problems, teachers had difficulties, due to a lack of knowledge and skills regarding appropriate guidance methods. Consequently, they experienced internal conflicts and psychological exhaustion. Therefore, the teachers wanted a psychological support system that alleviated their psychological problems and demanded teacher education focusing on cases of behavioral problems. Conclusion: Children’s behavioral problems are not only limited to the individual problems but also tend to have a negative effect on other children. We concluded that a psychological support system for teachers and teacher education reflecting their needs was necessary, not only for individual children with behavioral problems but also for all children in kindergarten.