The purpose of this study is to investigate the conflicts and difficulties experienced by infant teachers when interacting with parents who engage in overprotective parenting behaviors, and to explore their efforts to overcome these challenges. To achieve this objective, the paper employs a purposive sampling method focusing on nine infant class teachers who experienced conflicts and difficulties in their relationships with 'overprotective parenting behavior parents’ during their employment at a daycare center. In this research, a total of nine semi-structured in-depth interviews were conducted with participants, and the collected data was analyzed using qualitative research methods. First, the research findings revealed that infant teachers experience a range of emotions and perceptions when interacting with overprotective parenting behavior parents. These include a foreboding premonition, two faces of overprotective parenting behavior parents, deliberately overprotective parenting behavior and relationship of doubt and mistrust.
 Second, infant teachers in their encounters with overprotective parenting behavior parents have been found to employ various strategies to overcome conflict situations. These strategies include reluctantly compromising with reality and forcefully enduring, active listening, showing empathy, aspiring towards perfectionism, and talking to oneself silently. The results of this study are anticipated to assist in improving the relationship between infant teachers and overprotective parenting behavior parents, enhancing communication, and fostering a childcare culture of mutual respect and support.