This research aimed to identify teachers’ knowledge on the preschool education programme as it is substantial for the programme development process (Gole and Temel, 2015). The checking teachers’ practical approaches to programme regularly provide in depth information about the practicability of the programme. Therefore, this research focused on forty preschool teachers in a county of Osmaniye in order to determine teachers’ knowledge on the programme. For this reason, two different methods were used to collect the data over a year gap so as to cross-check their responses, which are group interviews and survey as mixed method (Cohen, Manion, and Morrison, 2011). As a result, the research shows that there are some conflicts to be solved in terms of practicability of the programme such as having a centralised programme, lack of information on programme and beliving in that they can achieve everything without reading the programme. Thereofore, an action list for future is suggested to be considered.