The current study aimed to identify the reality of the role of kindergarten teachers in supporting social competence among kindergarten children from their point of view, and to identify the obstacles that limit the role of kindergarten teachers in supporting social competence among kindergarten children from their point of view. It also aimed to identify the procedures suggested by teachers to overcome these obstacles. To achieve the objectives of the study, the descriptive analytical approach was used. The study sample consisted of (193) female teachers who working in government kindergartens affiliated with the Directorates of Education in the capital, Amman. They were selected by the Cluster method. The results of the study indicated that kindergarten teachers support social competence in children to a moderate degree from their point of view. The results related to the obstacles that prevent the teacher from performing her role in supporting social competence in children in the best possible way indicated that the three most important obstacles are: \"the high teaching burdens of teachers\", \"the weakness of the material incentives provided by the kindergarten administration to the distinguished teachers in implementing social activities\", and \"the weakness of the powers granted to teachers to organize voluntary activities that contribute to improving the level of social competence in kindergarten children\". As for the results of the third axis related to the procedures necessary to overcome obstacles from the point of view of teachers, there was a high degree of agreement on eight statements, the most important of which in terms of order: \"Reducing the teaching burdens of teachers to give them the opportunity to prepare and implement activities that support social competence in kindergarten children\". The study included several recommendations in light of its results.