The purpose of this study is to elaborate on the emotional problems faced by Turkish early childhood teachers in their interaction with students, parents, administrators and colleagues in the first three years of their professional lives. Data for this research consists of in-depth interviews with Turkish kindergarten teachers, where these individuals reflect on their personal emotional problems. Collected data were analysed through phenomenological study techniques. Five major themes emerged out of the examination of gathered data: anger management and remorse; language barrier; parents and principals underestimating early childhood education; frustration arising out of the unrealistic expectations of parents; and isolation. Teacher education programs should offer the tools necessary for improving the emotional skills of potential teachers. It would be useful to have sociology experts who would have a sound knowledge of the region and could therefore impart to the newly-recruited teachers demographic, economical, cultural characteristics of the area as well as the predominant belief systems and educational expectations of the settled population.