Objective: This study aims investigate early childhood teachers’ awareness and needs for the development and application of early childhood STEAM programs. Methods: This study surveyed 279 early education teachers working in the Daegu and Gyeongbuk areas, and a frequency analysis, one-way ANOVA, and the chi-square test were conducted on the collected materials. Results: First, this study showed that awareness of the development and application of early childhood STEAM programs, which are dependent on educational career experience, increased with experience, and the need for awareness appeared to decrease. There was also a significant difference in the positive and negative effects of the program. Additionally, the awareness of difficulties in application appeared higher in subjects with greater education experience. Secondly, the degree of needs for the development and application of educational career-dependent early childhood STEAM programs showed a significant difference in each of the programs’ shortcomings, the STEAM field, effective support methods, appropriate starting age, and the number of the teachers’ training sessions, depending on educational career experience. A significant difference in the peer-interaction and concentration-improvement considerations for the program was also apparent as experience increased. Conclusions: This study is meaningful in proposing a direction for the development and application of STEAM programs in the current field of early childhood education.