Kindergarten requirements are changing across the world as early school readiness has been linked to future school success. However, smaller European countries like Slovakia often lack a research base of their own, relying instead on research in other countries, particularly the US. The purpose of this study was to understand perceptions of Slovakian Kindergarten teachers' views of children's readiness, with a focus on the skills teachers see as most important and the difficulties teachers encounter. We surveyed Slovakian Kindergarten teachers (N = 182) to better understand their views. Findings suggested that teachers viewed the majority of their students as being ready for Kindergarten at the start of the year. However, most children were also viewed as having some difficulties with social-emotional and academic skills. Furthermore, in terms of readiness, Slovakian Kindergarten teachers place a higher value on social-emotional skills over academic skills similar to Kindergarten teachers from other countries, illustrating that Kindergarten teachers often have similar experiences despite different socio-cultural contexts.