Kindergarten teachers are always confronted with prejudices like ?They are just playing the whole time?? or ?They only need to pay attention to children??. About their valuable educational work they do every day to allow children a versatile individual development, it?s hardly spoken. But this diminished esteem and recognition of the profession kindergarten teacher developed not just over the past years. Already at the beginning of the creation of kindergarten teachers in Austria in the 1860/70s caregivers experienced in the kindergarten received little attention on their activities. With the disengagement of the kindergarten teachers from the school institution and therefore from an education at university level, the former kindergarten teachers were furthermore no longer seen as ?regular? education teachers. Also their training in educational institutions did not help them to get more respect for their job. Rather, this profession has developed into a typical woman's job with reduced income and few opportunities for advancement. Their extensive educational, mentoring, organizational, managing and planning requirements, tasks and activities are not estimated and are generally little known in public. Furthermore, they also must attend mandatory training courses to train constantly to incorporate current information and practical guidance to their work. The discussion on the appreciation of these groups as educational valuable profession in the society is already in progress. By an increase in training at university levels a common basis for all educational professions should be created and therefore an appreciation and recognition for all areas of elementary education should be achieved. This paper is based on an empirical survey using questionnaires about the current image captured by kindergarten teachers in Upper Styria and is furthermore reflected with the outlined theoretical background.