Today, English is truly a global language as well as one of the basic skills in all aspects of life: from entertainment and leisure time to education and job competitiveness. Since all spoken languages, both native and foreign, are learned within the context of cultures and communities that use them, learning foreign languages directly implies getting to know different cultures and therefore contributes to a better understanding of the world and a greater respect towards it. Considering what is stated above, as well as the fact that learning languages begins at an early age, it can be concluded that high quality foreign language teaching at preschool age is of extreme importance. For that reason, it is the goal of this research to determine the profile of the instructors who teach English in the Osijek Kindergarten as well as whether there are differences between their approach and what is recommended by the current literature. Everyone who teaches English in the Osijek Kindergarten has been surveyed, whether they teach it in an integrated manner as a part of standard curriculum or occasionally as external associates employed by the Community Education Center in Osijek. The results show that external associates are more likely to use textbooks and worksheets, as well as to ask children to repeat expressions after them, although they do not neglect the children's need for play and fun which they often include into activities. Kindergarten teachers, on the other hand, are more likely to use musical instruments, read to children more often, and make more use of materials and situations that occur spontaneously throughout the day as incentives for learning English. This research does not include data about private kindergartens in the Osijek area.