The purposes of this study were to develop understanding of (1) the tasks that supervision agents of early childhood education have implemented during the past two years, (2) the degree of satisfactio9n of the agents to their tasks, (3) the problems they have encountered on work, and (4) the suggestions of the future. One hundred and thirty seven supervision agents have been surveyed, 80 of them returned the questionnaire and among those having returned questionnaires, 11 were interviewed to collect more detailed data. The results indicated that (1) tasks related to administration were mainly performed by the school affair department and the public education department under county or city governments, while the city or county early childhood educational resource centers were responsible for most instructional supervision tasks, (2) among the administrative supervision tasks, helping staff development and prohibitating illegal early childhood educational organizations have implemented by very few supervision agents, and in terms of instructional supervision, helping young children with special needs and orienting staff members were ignored by most supervision agents, while arranging in-service education, carrying out evaluation nd organizing or parent education were popularly implemented, (3) the most unsatisfactory task was prohibitating illegal early childhood educational organizations, (4) usually, the tasks were implemented by the way of group meeting, providing information, and counseling, (5) the financial and staffing problems and the uncorporative private kindergartens were the main difficulties mentioned by most agents. Integrating the response of the agents, the study provided suggestions relating to supervision of early childhood education for the future.