The main purpose of this study was to compare differences in approaches to teaching children's song by kindergarten teachers in Taiwan and the USA. Five public school kindergarten teachers in Taipei, Taiwan, and five public kindergarten teachers in Seattle, USA, were invited to voluntarily participate in this study. They were asked to teach six children's songs, at six different times. Non-participant observations were undertaken to identify the processes by which these kindergarten teachers taught songs, and interviews and field notes provided further data. Each teacher was observed during her singing activities with children in 20- to 30-minute sessions. Regardless of the nationality, most kindergarten teachers were proficient in applying materials and resources in teaching the songs and were particularly keen on enhancing children's text memory and understanding. They were inclined to conduct musical and role-playing games to a greater extent than to provide exercises that would develop children's musical accuracy or lead them successfully in singing songs in canon. Taiwan's kindergarten teachers ably included musical instruments to accompany the songs and conducted creative activities with song words to a greater extent than did American teachers. Furthermore, the body movements they modelled to accompany the singing were larger than those of American teachers. Results also showed that the teachers with extensive music learning experiences exhibited a higher degree of confidence in their ability and willingness to provide musical training and vocal training in singing class. Findings serve as a baseline for comparing international singing pedagogy, evidencing culturally distinctive practices, and suggesting mutual options for improving kindergarten teacher effectiveness.