The purpose of this study was to explore teacher education to enhance the professionalism of early childhood teachers at refugee school and to reveal its meaning. To this end, I explored through case study and visited a refugee school in Malaysia and collected data through the participant observations, interviews, and photographs from three early childhood teachers and one chairperson. The data were analyzed and interpreted by case study of Creswell(2007). In this research, First, the early childhood teachers at the refugee school were unable to receive the benefits of education, making them helpless. In the social structure, refugees suffered discrimination and exclusion from their countries of residence, and became kindergarten teachers without receiving higher education. However, they showed a passion for learning after teacher education. Second, teacher education has brought about changes in children's understanding, interaction, trying various teaching methods, composing the curriculum together, and restructuring the classroom environment. This study was the first to start teacher education who refugee school early childhood teachers and provides the following implication. First, it was a significant that the professionalism of refugee school early childhood teachers has increased through teacher education. Second, from a practical perspective, it suggests the necessity for social interest and humanitarian support about the refugee problems. From a macro perspective, I suggest that the need for refugee empathy education for children.