The study examined preservice early childhood teachers’ thoughts about the qualities of the teacher before and after teaching practice. The participants were forty senior students at G university in G city. They answered the open-ended questionnaire about personal and professional qualities of the preschool teacher and the reasons why they are important before and after teaching practice. The responses were analyzed qualitatively, and the results were as follows: First, personal qualities were divided into two categories: ‘Personality & Attitude’ and ‘Health.’ In the sub-category of the former, ‘Love for child’ ranked high before and after teaching practice. Other than ‘Love for child,’ ‘Responsibility,’ ‘Good Interpersonal Relationship,’ and ‘Self-Directedness’ newly appeared after the training. In the case of ‘Health,’ the emphasis shifted from ‘Physical Health’ to ‘Physical and Mental Health.’ Second, professional qualities were composed of three categories: ‘Values & Belief,’ ‘Professional Knowledge,’ and ‘Teaching Skills.’ The ‘Values and Belief’ was ranked the lowest before and after the teaching practice. Before the training, students emphasized the ‘Professional Knowledge,’ however, after the teaching practice, they highly evaluated the importance of ‘Teaching Skills.’ Also, after the teaching practice, some of the teachers’ qualities students thought were developed or excluded. These results can be used as basic data to support the formation of desirable qualities for preservice early childhood teachers in the preservice teachers’ education and teaching practice.