The aim of this study is to evaluate the role of school principals and assistant principals in guidance and support in preschool education institutions. While determining the methodology of this study, phenomenology design, one of the qualitative research techniques, was preferred. The research group was selected using maximum variation sampling strategy, which is one of the purposeful sampling methods. The study group consisted of 15 school principals and assistant principals who were included in the research with this method. A semi-structured interview form was used to collect the data. The data were analyzed using content analysis. According to the findings of the study, the views of the participants emphasize the effective provision of guidance and support services in preschool education through the leadership, coordination and support roles of the administrators. Teachers demand more support, especially for the orientation process of new students and academic follow-up. They expect planning and guidance support from administrators for the effective delivery of guidance services. Risk assessments, student interviews and coordination of guidance activities with administrative leadership are important. These requests aim to ensure a positive school experience by providing guidance services tailored to students' needs.