The purpose of this study was to qualitatively explore the challenges experienced by early childhood teachers in implementing global citizenship education. To this end, two individual in-depth interviews were conducted with five early childhood teachers who had more than five years of field experience and had been implementing global citizenship education for over a year. Concepts were derived from the interview transcripts and analyzed through iterative re-categorization, and the following findings emerged. First, the teachers described the challenge of addressing politically sensitive and controversial issues while ensuring that children do not develop prejudices or stereotypes. Second, while teachers believed that global citizenship education can be implemented in early childhood education if the content and level are appropriate, they struggled with how to deal with complex and heavy topics such as war. Third, teachers experienced difficulties when addressing certain topics or conducting activities due to concerns about negative parental evaluations and precautionary measures taken by administrators. Fourth, teachers reported difficulties with not having an adequate support system and having to rely solely on individual teacher capacity and effort. Fifth, teachers wanted to go deeper into the topic of global citizenship, but experienced difficulties in sustaining and expanding young children's interest and excitement. The findings of this study are significant in that they provide a deeper understanding of the challenges of implementing early childhood global citizenship education and provide a basis for developing teacher support measures.