The present study aimed to uncover the inverse correlation between both neurotic perfectionism and achievement motivation, as well as the predictability of degrees of neurotic perfectionism and both self-esteem and achievement motivation for a female teacher at the College of Early Childhood Education. Early Childhood, Zagazig University, their average age was 20 years and six months, and the sample size was (180) students. To measure the variables included in the current study, the following were designed: - The neurotic perfectionism scale in its four dimensions (higher levels of performance - self-criticism - non-judgment Satisfaction with performance - sensitivity to criticism from others). - Self-esteem scale with its four dimensions (self-satisfaction - self-confidence - social self-esteem - behavior and performance). - The three-dimensional motivation measure of achievement (perseverance perfection - ambition). The results of the study concluded: - The existence of an inverse correlation relationship statistically significant between the mean grades of the student teacher in the College of Early Childhood Education in the measures of both neurotic perfectionism and self-esteem. - The existence of an inverse correlation relationship statistically significant between the mean grades of the student teacher in the College of Early Childhood Education in the measures of both neurotic perfectionism and achievement motivation. - That the higher the neurotic perfectionism of the student teacher at the College of Early Childhood Education, the lower their self-esteem scores. - That the higher the neurotic perfectionism of the student teacher at the College of Early Childhood Education, the lower their scores in the appreciation of the motivation to achieve them. In light of these results, the researcher suggested a set of recommendations and suggested research that could be adopted in the field of kindergarten.