This paper explores the attitudes and practices of kindergarten teachers in Taiwan related to socio-emotional learning in children aged 3-6. Unlike in Western countries where socio-emotional learning is an important aspect of life in pre-schools, such learning has been given little attention in Taiwan until recently with the publication of new curriculum guidelines for kindergarten aged children. Based on an internationally recognised definition of socio-emotional learning, 1:1 interviews were conducted with 27 teachers in two urban areas in Taiwan. The study attempted to illuminate how teachers interpret their role in supporting children's socio-emotional learning. Even in the public sector it was found that the relatively new curriculum guidelines were only casually referred to in the teachers' professional practice though several teachers recognised that children's socio-emotional learning in the kindergarten was now essential. However, in some pre-schools more attention was paid to developing other areas of the curriculum such as language and math, rather than to developing social and emotional skills. In the private sector, which provides two-thirds of Taiwan's kindergarten places, the guidelines were almost completely ignored. Many teachers considered children's socio-emotional learning in the kindergarten to be incidental even when children express negative emotions such as anger. In Taiwan's traditional culture, the family is the dominant socialising unit for children's early learning. Teachers hitherto have not regarded children's socio-emotional learning as their responsibility. The authors maintain that this tradition now needs to be challenged and propose that programs of both initial and in-service training should be given priority to improve children's socio-emotional learning and suggest ideas from an on-going initiative in the US.