The purpose of this study was to explore the philosophical basis of novice preschool teachers in South Korea and how this pedagogical orientation was reflected in their classrooms. Through interviews and observations, this research gave Korean preschool teachers the opportunity to voice their beliefs about child-centered pedagogy, and illuminated how their beliefs were reflected in their teaching. Interestingly, Korean preschool teachers strongly believed in the importance of child-centered learning, no matter what type of institution they had graduated from. However, their teaching styles were significantly different. Several external factors restricted the teachers and prevented them from implementing their own beliefs in practice. These factors included whether the teachers were in public or private settings, whether they had graduated from two-year or four-year teacher education programs, and the presence of the Korean culture. In conclusion, reform plans for South Korean kindergartens are suggested in order to improve the quality of early childhood education, as well as to provide more support for teachers.