Objective: This study aims to exemplify the subjective perceptions of childcare teachers, as adult learners, regarding their university learning experiences. Additionally, it seeks to derive policy and educational implications based on the characteristics of each type. Methods: Q-methodology was applied, as it enables a robust and in-depth exploration and categorization of subjective perceptions. A final set of 31 Q-samples was derived through in-depth interviews and expert consultations. Q-sorting was performed with a P-sample of 32 in-service chilcare teachers enrolled in the Department of Early Childhood Education at D University, and the data were analyzed using PQ Method 2.35. Results: The analysis revealed three distinct types of perception regarding university learning experiences, interpreted based on statements with which participants strongly agreed or disagreed, as well as distinguishing statements for each type. The classifications were named as follows: Type 1, the “Realistic-Adaptive Task-Responsive Type”; Type 2, the “Professionalism-Oriented Growth-Seeking Type”; and Type 3, the ‘Emotional Capital-Based Achievement Type’. Conclusions: This study elucidates the multidimensional structure of childcare teachers’ learning experience. This study's identification of perception types is expected to serve as foundational data for establishing re-education policies and program directions for childcare teachers, especially in context of the major policy shift toward the integration of early childhood education and care.