The purpose of this study was to explore the difficulties and practices experienced by earlychildhood teachers through cooperation with the father of multicultural background families. Forthis, in-depth interviews were conducted with ten early childhood teachers who have taughtmulticultural background families. The collected data were transcribed and qualitative analysis wasconducted. The findings are as follows. First, early childhood teachers experienced the blockedcommunications by cooperating with the multicultural background family fathers. Therefore,teachers tried to communicate more with fathers and mothers. Second, the early childhoodteachers experienced difficulties caused by the inappropriate demands for child development bycooperating with the multicultural background family fathers. Teachers were seen accepting thesedemands as a teacher's role. However, some teachers did not accept them in terms of thechild-equality. Based on the above findings, the contents and direction of fathers of multiculturalbackground families in early childhood education were discussed.