The purpose of this study was to examine the child-care substitute teacher's specific job experience and to analyze their recognition for its experience through reflective thinking and reflection on the child care field. It also tried to understand process that the substitute teachers developed their ability as a teacher and its meaning as well. The participants of this study were 3 substitute teachers in ‘A’ Child Care Information Center. Data were collected and extracted from substitute teacher's individual interviews, documents, and the classroom observation journals. A narrative analysis was adopted to reveal the meaning of that experience. The results are as follows: First, It was found that the experience of day care substitute teachers allowed them to broaden their understanding of other teachers and the director through work experience in a wide variety of courses. Second, they tended to have four different meanings of the experience as a substitute teacher in the child care center; “proper knowledge of the situation”, “voluntary cooperation in the decision-making process”, “the role and empathy in a variety of experiences” and “continuous and systematic education and training”. The results of this study revealed that a variety of experiences of substitute teachers gave the importance of reflective thinking and practical knowledge and understanding of child care filed.