The purpose of this study was to explore the elementary school teachers' experiences while they teach and guide non-preferred children and to provide fundamental data for school guidance. For this, a semi-structured questionnaire was developed to collect experiences of guiding non-preferred children. Individual in-depth interviews were undertaken with 12 elementary school teachers. They agreed to participate in individual in-depth interviews to share their experiences with non-preferred children. The characteristics of non-preferred children, effective and ineffective interventions for non-preferred children, difficulties which teachers guiding non-preferred children encounter, and requiring further supports were respectively asked. The data analysis of the interviews suggests that the non-preferred child characteristics are bullying classmates, being selfishness, being easily distracted, disturbing other children, and talking back and behaving inappropriately to teachers. Among four characteristics, teachers especially have trouble in dealing with children who are aggressive and easily distracted, and they lead to emotional distress. To handle these children, teachers utilized a variety of strategies. The most effective intervention was found as individual counseling with them, and also teachers had hard times dealing with children who lack support from their family and teachers had to discipline those children by themselves. To solve these problems, teachers have sought a range of resources and recognized necessary elements: support of professional school counselor, parental education, and behavioral guidelines for various types of children. Lastly, the implications for guiding non-preferred children and limitations with this study were suggested.