Kindergarten teachers, alongside parents, are key people in a child’s life. As children spend a lot of time in kindergarten, it is important that this time is well spent for the best interest of the child. In addition to the pedagogical background that kindergarten teachers need to have to work in kindergarten, to perform additional programs, such as the English language program, some other qualifications and competencies that would enable the optimal development of children are needed. This paper discusses the competencies of kindergarten teachers who carry out English language learning programs in preschool institutions, and the aim of this paper is to explore these competencies. Kindergarten teachers answered 21 questions using a questionnaire. The questions were carefully designed and asked in such a way that their competences, i.e., knowledge on the mentioned topic, could be deduced from the answers of the respondents, which was further used for processing the results and the conclusion. The research was conducted on a sample of 81 respondents of predominantly female population. The results of the research show that the kindergarten teachers who participated in this research are mostly competent to work in the English language learning program, as evidenced by a certificate of language proficiency, most often at the B2 level, as well as their knowledge and use of different teaching methods. In addition, the results of the self-assessment indicate mastery of competencies such as foreign language competence and cultural awareness and expression that kindergarten teachers consider to be most important for working in the said program. In addition, they show a desire for further education, which is exceptionally commendable. As the research was conducted as part of a thesis with a relatively small number of respondents, there is a need for further research on a larger sample in order to obtain more precise data.