The purpose of this study is to examine the difficulty recognized by kindergarten teachers in the process of conducting R-learning and supports needs that the teachers suggest so as to provide foundational material for vitalizing R-learning. This study was performed through individual and group interviews conducted to 6 kindergarten teachers having experience in R-learning. According to the study results, in terms of teacher training and support, kindergarten teachers recognize as limits the one-off training busy introducing robots and the lack of training targeting new teachers, training for experienced teachers, and materials for school inspection, and because of that, they have difficulty in using robots and conducting R-learning constantly. In terms of the aspects of robots hardware?software, they recognize as limits the functions of robots not differentiated from previous teaching media, use of robots exhibiting functional limits, and loaded materials that are monotonous and behind the times. And this makes teachers feel difficulty with regard to interference with the class flow, dual burdens for class preparation, and cumbersome tasks to make materials. Also, because of the limits of the tiring A/S system, they face difficulty in terms of increased workloads, burdens for repair costs, and disconnection in class for the absence of robots. For implementing R-learning successfully, teachers have demanded that it will be needed to develop materials for continuous and systematic training as well as school inspection, develop robots for children whose functions are differentiated from other educational media’s, and build a national-level efficient A/S support system. The findings are expected to provide foundational material to improve the applicability of robots by examining the difficulty interfering with teachers’ implementation and their supports needs.