Behavioral problems, which are increasingly occurring in children in early and preschool education, have a markedly large impact on more serious behavioral problems in adulthood. Therefore, it is a great responsibility of the family and the preschool institution to take protection measures and early intervention. One of the most important protective factors for a child with behavioral problems is the preschool. A quality kindergarten environment and quality relations between the child and the educator indicate a reduction in behavioral problems and the development of the child's social skills (Vlah, Mirosavljević, Katić, 2017). The research of this paper is focused on externalized problems in children's behavior. Such problems include behaviors that children cannot control enough and show external symptoms in the form of attention deficit, aggression, opposition, etc. The first part of the research presents the results of a quantitative analysis of a group of respondents from kindergartens in the Republic of Croatia. state the frequency of using certain strategies in working with children of externalized behavioral problems. The second part of the research examines educators on their own assessment of competence to work with children of externalized behavioral problems. The results indicate a different frequency of use of certain strategies, with educators using some strategies visibly more often, and others unanimously less often than other strategies. The need for lifelong learning of educators is recognized, as well as the adoption and design of various strategies that are effective in working with children.