I examined teacher-caregivers' perceptions of toddlers' adaptation to a childcare center in Korea. I also examined their experiences of their current practices related to toddlers' adaptation. Through in-depth interviews with 6 teacher-caregivers, the results showed that although the basic format of the implemented adaptation programs was the same, the teacher-caregivers' actual practices differed depending on their perceptions. Some teacher-caregivers believed that their adaptation program allows toddlers to adapt easily to the center, and, thus, emphasized the teacher-caregivers' role as providers of the program. In contrast, other teacher-caregivers focused on toddlers' emotions and ease of transition, and, thus, emphasized the teacher-caregivers' role as sensitive respondents to the toddlers' individual needs for adaptation. Based on my findings, implications are discussed to facilitate toddlers' comfort as they transition to childcare centers. (author abstract)