For promoting high levels of educational quality, it is crucial to have mentally healthy and dedicated kindergarten teachers. This study focuses on the question of whether kindergarten teachers differ in their mental health-promoting personality characteristics and stress management strategies. Effects of selection, experience, and gender were examined by comparing kindergarten teacher trainees (N = 46), students (N = 26), and experienced teachers (N = 38). Students showed more emotional competence than trainees (d = 0.50). Experienced kindergarten teachers reported more agreeableness (d = 0.57) than trainees and students. A path model revealed that having an own family predicted being more agreeable (β = .25). Female teachers used more negative coping strategies (d = 0.66) and showed less occupational achievement motivation (d = −0.59) than males. The education and advanced training of kindergarten teachers should prioritize positive stress management strategies, emotional competence, and the importance of achieving personal goals.