Based on mother-oriented perspective, most frequent limitation shown by beginning teachers of early childhood special education in parent education is the fact that teachers unconditionally accept anticipations and demands by mothers about education of their children. Such mother-oriented perspective taken by beginning teachers of early childhood special education place the entire focus of education on mothers, losing most if not all of teacher's authorities and capabilities. Hence, as number of parent education sessions increases, beginning teachers of early childhood special education may display an aspect of conflict psychology about initially emphasized mother-oriented perspective and overall parent education. In addition, in most of beginning teachers of early childhood special education, such conflict psychology acts as an intrinsic difficulty of teachers instead of being settled by mutual communication with mothers. From such perspective, the purpose of this study was to analyze various aspects of conflict psychology shown by beginning teachers of early childhood special education after maintaining mother-oriented perspective in parent education. In order to fulfill this purpose, semi-structured interviews were conducted in this study. Study results were suggested as 7 aspects (misconception that mothers possess the most ideal image of teachers, and etc.). The results of this study can be utilized as a scale in questionnaire examining whether beginning teachers of early childhood special education maintain mother-oriented perspective in parent education.