The purpose of research is the qualitative analysis of the early childhood teacher's experience of play therapy and the meaning of the experience. Research problems are following steps; First, what is the early childhood teacher's experience of play therapy? Second, what meaning is the early childhood teacher's experience of play therapy? We chose two early childhood teachers working in annex kindergarten as research subjects and analyzed their experiences related to the play therapy after graduate student. We also adopted a circulating research process of qualitative research and research tools like a participation observation, a thorough interview, a research log, a researcher diary, a discussions and a document information. Research results are following contents; First, we set up seven stages for play therapy experience analysis which are before experience of play therapy, play therapyⅠ, blank period, internet training, play therapyⅡ, internship and now. Two teachers had diverse experiences, while play therapy theory was practiced and became practical knowledge in their lives. Teachers became more mature in personality after play therapy experience than before. Second, the meanings of childhood teacher's experience of play therapy were analyzed into a their personal history and an early childhood teacher. Two teachers began to have a continuous self-examination and insight and to utilize a play therapy having various contexts and relations, focusing on internal meaning rather than external. Also their specialty as counselor and healer, required for early childhood teacher, had enhanced. We expect from results of study the early childhood teacher's experience of play therapy and the meaning of the experience that they would be helpful in appling a play therapy to a early childhood education and educating a play therapy for supervisor and professor.