The purpose of this study was to examine the beginning teacher's experience of kindergarten evaluation on national level and to explore the meaning of that experience, and to present understanding of beginning teachers and providing aid to them. For this study, in-depth interviews were conducted with eight beginning teachers working at private kindergarten, and interview contents were categorized and applied qualitative analysis. The results of this study were as follows. Firstly, as for the preparation of evaluation process, beginning teachers had a lack of understanding of evaluation and felt the burden of preparation vaguely, and played a role of 'assistant' excepting the preparation of class or organization of environment. Also, although they recognized that the biggest problem was physical and psychological burden, but they had overcome with consolation, encouragement and mutual help by colleague teachers. Secondly, as for the meaning of kindergarten evaluation, they pointed out that they had time to find 'me' as a teacher, and felt a sense of growing, thanks, and inconvenience.