The purpose of this study was to investigate the changing roles of the prospective teachers of young children in the second stage of intensive practicum. This subjects were 81 students(two types classes)of the early childhood department in Hualien teachers college. The method of collecting data was questionaire. The tool of this study was " Teaching roles questiionnaire for kindergarten teachers". T test pairs was presented. The results as follows: 1.Teaching role in recognition: (1)One class prospective teachers in preintensive practicum were more important than postintensive in environment arrangement. (2)The other class prospective teachers preintensive and post-intensive practicum were no significance in recognition for teaching role. (3)All prospective teachers preintensive and postintensive prac-ticum were no significance in recognition for teaching role. 2.Teaching role to carry out: (1).One class prospecitve teachers in postintensive practicum were more easily to carry out teaching roles than preintensive in teaching activity selection, preparing materials application, practicing teaching skills and domains, and establishing relationship with early children. (2).The other class prospecitve teachers in postintensive practicum were more easily to carry out teaching roles than preintensive in preparing in environment arrangement and materials application, and practicing for teaching skills. (3).All prospecitve teachers in postintensive practicum were more easily to carry out teaching roles than preintensive in teaching activity selection and organization, preparing for environment arrangement and materials application, and practicing teaching skills and domains. The article further discussed and suggested these results in detail.