This study aimed to explore early childhood teachers’ perceptions of private education for young children from the perspective of young children’s rights. To this end, in-depth interviews were conducted with ten teachers working in kindergartens and childcare centers. The findings were as follows. First, early childhood teachers viewed private education as developmentally inappropriate for young children and as infringing on their right to play by limiting opportunities for play and rest. Second, they recognized that private education stems from parents’ ambition and impatience, while the pervasive culture of competition and comparison in society serves as a structural factor reinforcing this phenomenon. Third, with the rise in dual-income families, teachers perceived that private education is used not only for learning purposes but also as a substitute for childcare. These findings suggest that private education for young children should not be regarded merely as an individual parental choice but as a broader social and structural issue. Accordingly, the study highlights the need for systematic measures, including quality management of private education institutions, expanded public childcare support, and strengthened parental education on young children’s rights. This study is significant in that it examines private education from the perspective of young children’s rights and offers practical, field-based implications for improvement.