This study aimed to investigate the effect of social identity context on the identity development of preschool children. The study conducted qualitative interviews with 10 female teachers working in private and public institutions in Turkey. The interviews took around 50-80 minutes. Interviews with all teachers were completed in approximately 30 days. Interviews were analyzed with the MAXQDA 2020 plus program. Teachers' view, identity reflections, and identity development factors. After the analyses, the context of social identity was sought in the preschool education program to strengthen the available data. Although teachers have focused on educational institutions and their professional responsibilities, it has been revealed that the context of social identity is not included in detail in the preschool education program applied throughout the country and to which educational institutions and teachers are subject. Considering that teachers do not deal with identity types separately and express their opinions on the concept of identity in general, more clear information about identity development has not been accessed. Research on the subject has revealed that the social identity theory is valid in preschool.