This research aimed to investigate the behavior intention of early childhood teachers to apply teaching aids. The survey method was used to collect data from 281 early childhood teachers currently working at early childhood education institutes. The data was analyzed by t-test, Chi-square analysis, and Pearson coefficient to examine the differences and correlation on various dimensions in different backgrounds. Stepwise regression-coefficient was analyzed to investigate the predictability of self-efficacy on behavior intention of teaching aids application of early childhood teachers. The results showed that: a. all early childhood teachers agreed that teaching aids acquired multiple functions; b. environmental conditions of teaching aids provided by early childhood education institutes located in different cities were different; c. most teachers showed both positive self-efficacy and high behavior intention of applying teaching aids in their teaching; d. behavior intention of applying teaching aids was influenced by the restriction of environmental conditions; e. teachers with higher self-efficacy also had higher behavior intention to use teaching aids in teaching; f. the major reason for not using teaching aids was because teachers had too many chores to prepare. Finally, some suggestions were proposed according to the results for the reference of relevant organizations and staff. (Contains 1 figure and 6 tables.)