This study aims to examine the mediating effect of burnout and difficulty of counseling in the relationship between the propensity toward adaptive perfectionism among childhood teachers and happiness. Toward this end, the study recruited 382 teachers working at daycare centers in four cities, namely, B, G, J, and Y. A total of 346 copies of online questionnaires were used. Correlation analysis was conducted to examine the relevance between variables using SPSS 25.0 and Amos 20.0. The mediated effects were then verified in accordance with the procedures of the two-stage approach of the structural equation. First, adaptive perfection demonstrated a negative relationship between counseling difficulties and exhaustion, whereas happiness was shown as a negative relationship. Moreover, counseling difficulties pointed to a static relationship with burnout, and happiness was a negative relationship. Second, counseling difficulties and exhaustion were found to sequentially mediate the impact of adaptive perfection of early childhood teachers on happiness. These findings reveal the sequential mediating effects of counseling difficulties and exhaustion in the relationship between adaptive perfection and happiness. In other words, adaptive perfection directly influences happiness. However, high levels of adaptive perfection lower counseling difficulties. Therefore, the study infers that it will have a positive impact on happiness by preventing exhaustion through interventions, such as counseling skills and training, to reduce counseling difficulties for early childhood teachers. This study aims to help establish effective measures and provide practical information to enhance the well-being of early childhood teachers with adaptive perfection. Finally, we discussed suggestions and implications for future research based on this research result.