Early Childhood Education (ECE) provides core services and events that are vital to holistic growth, student achievement and children's future results. This research explored the obstacles that teachers are facing in primary schools to incorporate early childhood education. It used the descriptive survey research. The sample population was all district primary schools in the Punjab province, Pakistan. For data collection, a questionnaire was created. The results of the research found that most teachers were not sufficiently aware of the requirements for early learning. ECE-specific materials were not appropriate for the students. In addition, primary school teachers require more training and facilities in their schools for introducing ECE. The views of male, female, rural, and urban teachers were substantially different. Given the results, the researchers suggested that educators be made aware of early childhood expectations and pedagogical skills.