Considering the importance of capacity of institutions for early and pre-school education for quality work with at-risk families, this research is focused at verification of psychometric properties of scale for measuring the capacity of kindergartens for work with at risk families, as well as analysis of capacity of preschool teachers for the care of children from at-risk families which would include: children with special needs, children who belong to Roma minority, children from social care system, children from low stimulus families, children from families with chronically ill members, children whose parents are currently in the process of getting divorced and children whose mothers suffer from depression. The study involved a total of one hundred and sixty one preschool teachers from various institutions for early and pre-school education. Results show satisfying psychometric properties of scale for assessment of risk factors in development of children, elevated levels of certain risk factors, problems with children, competence in the work of educators and aspects of kindergarten benefitial for at-risk children. Interpretation of results found that preschool teachers who have higher level of competence in working with at-risk children are also those who are deemed to be more qualified for this line of work and also those who consider the risk, the conditions, problems in development of children and gain from institutions for early and pre-school education to be far greater for at-risk children. There have also been determined significant differencies in assesments of educators in considering different risk factors in development of children. Contribution of this research for educational practice is in showing the need for broader education of current and future preschool teachers working with children with before mentioned characteristics.