Mental health problems in early childhood (e.g., depression, anxiety) have a similar prevalence as for older individuals, with 10–15% of preschoolers meeting criteria for clinical diagnosis. Research has shown that intervention to support mental health in early childhood is important to mitigate later problems. However, early intervention is predicated on early identification; by the time young children encounter specialists (e.g., psychologists), problems are often severe. Early childhood educators have the potential to identify mental health concerns in young children. Yet, little is known about early childhood educators’ understanding of early childhood mental health, necessitating pilot research. The present study used focus groups to better understand early educator’s perceptions of young children’s mental health. Participants identified four primary themes that guide their understanding: causes of mental health problems, observable signs of mental health problems, knowledge of mental health supports, and barriers to mental health supports. Implications and suggested future directions are also explored. (author abstract)