The purpose of this action study is to take a closer look at the factors of stress with doctoral students majoring in early childhood education and to identify changes through the process of overcoming them. As a starting point, in order to do that, two Korean doctoral students (Park, Joo-yeon and Kwak, Ji-min) majoring in early childhood education were selected, one is a nursery director and the other is a college lecturer. In-depth interviews, journal writing, and quantitative analysis were used as data collection methods. Park Joo-yeon has chosen internal resource to get up early in the morning to study for classes and to exercise. Kwak, Ji-min has chosen internal resource to travel, study in café, and to exercise. Park, Joo-yeon chose two methods as external resources. One pointed out emotional support as a warm word of comfort and encouragement, and the other pointed out physical support to reduce household chores through sharing with her husband. On the other hand, Kwak, Ji-min did not choose external resources. One conclusion we can draw from this process was that not only two doctoral students' stress and stress response were alleviated but also overcoming power increased through the process of overcoming them. Proceeding from this fact, we could logically assume that overcoming power were effective in individual ability and acceptance of life.