The purpose of this study is to describe the relationship between pre-service child care teacher's practicum learning environment and practicum stress. For this purpose, a questionnaire survey was conducted on 180 who attended early childhood education departments of three-years colleges in J and completed child care practicum. The questionnaire consisted of 161 parts, and they were analyzed using SPSS 21.0, descriptive statistics, correlation analysis and hierarchical multiple regression analysis. As a result of the study, it was confirmed that the general characteristic variables of the stress of child care practicum are correlated with the university life satisfaction and the major satisfaction. Among the individual factor variables, the variables that have a significant correlation with the experimental stress were identified as the variables of the students' satisfaction and the relationship with the infant. Among the institutional factors, the variables which have a significant correlation with the stress of the practice were the relationship with the staff and the responsibility as the teacher. The variables affecting the pre-service child care teacher's practicum stress appeared in the order of institutional atmosphere, relationship of employees', satisfaction of student. Based on this, this study suggests a pre-service child care teacher support system of the college and the child care center that can reduce the stress of the practicum.