The purpose of paper was how kindergarten teachers make the recognition on the domain of physical movement expression and how they specify various experiences according to the recognition. Data was collected by semi-structured interview, and analyzed by triangulation and peer debriefing. For this purpose, the premises of this research were the following: First, how do the kindergarten teachers make the recognition on the domain of physical movement expression through kindergarten curriculum? Second, what type of experience do the kindergarten teachers get in the course of the physical movement expression in class and what kind of meaning could they give to the experience? On the whole, most kindergarten teachers represented negative opinions about those dance graduates teaching physical movements in daily life. However, everyone mentioned above is somewhat insufficient on teaching physical movement expression. According to the answers of kindergarten teachers, college education and various workshops should provide them with practical class materials; the teachers, of course, need the experience in practicing physical movement expression. Kindergarten teachers point out that many obstacles to the education of physical movement expression are caused by insufficient class materials and preparation. Many kindergarten teachers do not know how to have their infant students focus on the topic when they are inattentive; in addition, the teachers do not make good use of the data provided for them to teach creative physical movement expression. The teachers’feeling of lack clearly drives them to research. Quality interviews reveal that university education should be improved; kindergarten teachers should also be given various practical training from workshops. Taken all together, kindergartens ought to be provided with different types of classified programs. Many teachers argue that university lectures lack presence and most of all, creativity. The sources of virtual class reference materials vary with kindergarten teachers\' career. Less experienced teachers tend to rely on university books; in contrast, the more experienced generally look up past information from their workshops. Taking it by and large, kindergarten teachers-no matter whether they have attended workshops of their own volition or not-asseverate that previous workshops have helped them on teaching physical movements. Moreover, the teachers insist that workshops should render them teaching materials, specifically various videos and books. ※ Key Words : kindergartens’ recognition and experience, domain of physical expression