This study investigated how teachers help children participate in and contribute to group discussion on problematic moral situations in their kindergarten classrooms and what meaning the group discussion has in a Korean cultural context. Participants were students (N=90) in three kindergarten classes located in Seoul, Korea, and their teachers. Qualitative analyses utilized videotapes, interviews, and field notes. The findings indicated the teachers helped the children take other people's perspectives by scaffolding the children in various ways, the moral discussions promoted understanding of human minds and coexistence-in-a-situation, and the moral discussions facilitated the foundation of moral thoughts and actions. The findings concerning group discussion on problematic moral situations suggested that it would be beneficial to provide more opportunities for moral discussion to young children in kindergarten classrooms. (Contains 1 figure.)