The purpose of this study was to design pre-service education program for prospectic teachers of early childhood education. A number of approaches such as hstorical revies of Korean teacher education for young children, inter-university comparison of teacher education programs, and analysis of current issues and problems in teacher education in Korea were undertaken to come up with rulatively innovative recommendations in regard to pre-service teacher education program for young children. The data for the present study were collected through the review of literature, meetings with teachers supervisose, curriculura, specialist, and concerned professors. The major recommendations were as follows; 1. It is wrong practice to apply directly the general pre-service education guidelines of elementary and secondary teacher education models to the early childhood teacher training program. 2. It is recommended that professional knowledge courses for ECE teacher should be offered independently from non-major students and closely weaved into professional teaching skill courses for young children. 3. It is also recommended that practice in teaching should be offered with qualified supervisory staffs over a sufficent period of time. 3-1. Varisus types of laboratary courses should be offered and the existing lab courses strengthened. 3-2. Prior to student teaching, which is usually offered in the fourth year, it is highly desirable to offer E C E practicum courses in the third year of training program. 3-3. It is desirable to extend the existing student teaching for 4 weeks to 16 weeks or more. 4. It is imperative to urge the all E C E teacher training institutions to have the attached kindergarten and nursury schools ar affiliated school for young children. 5. Professional elective courses should be more flexible and varied, to meet the individual student`s aspiration. These courses were divided into six categories. These include a liberal education, knowledge of humen development, knowledge of history and background of early education, knowledge of a basic content area, competence in the practice of educational skills, and competence in the skills for acquiring new knowledge.