This study compared and analzyed kindergarten teachers’ and parents’ perceptions of and needs regarding the utilization of digital media. The participants included 146 teachers working at kindergartens in the Chungcheong region and 170 parentsofchildrenattendingkindergarten. Data were collected through teachers’ and online parenting communities (“mom cafes”) from September to October 2024 and analyzed using t-tests, three-way analysis of variance, chi-square tests, and content analysis. The overall perceptions of digital media utilization among both teachers and parents were high. The most significant factor influencing differences in perception was the age of the respondents, while the participant group (teacher vs. parent) and age of the children also showed significant interaction effects. A substantial majority of both teachers and parents supported the utilization of digital media in kindergartens, as both groups prioritized digital literacy education. Regarding methods of utilization, teachers preferred supporting children’s play, whereas parents preferred teacher-led activities. Both groups preferred digital practice sessions to last between 20 and 40 minutes. Teachers requested environmental support, while parents called for teacher training. These findings thus provide foundational data for the operational and policy support of digital media education in ways that link kindergartens and homes.