This research describes the challenges of implementing active learning strategies and offers insight into solutions to these challenges. This research used a descriptive-analytical method on quantitative data and a qualitative approach which describes the perceptions and experiences of one hundred and three governmental preschool teachers in the Eastern Province-KSA. This research used the data of ten in-depth interviews along with a questionnaire entitled “Challenges for Early Childhood Teachers Implementing Active Learning in Classroom” with ninety-three early childhood teachers in the Eastern Province. Through qualitative analysis, the results of this study demonstrated that meaningful improvements were made by pre-school students who were exposed to active learning approaches through practice, expertise, and experience. Additionally, the participant’s responses showed an increase in literacy knowledge about further including students in lesson planning. Nonetheless, the results highlighted a number of challenges teachers encounter when using active learning in small classes when some activities are not possible. Regarding the suggested methods for implementing active learning methods, the study sample’s frequency of responses revealed statistically significant variations at the 0.01 level. This research offered a number of suggested solutions, the most significant of which is setting up training programs overseen by active learning specialists to instruct teachers on how to employ them in the classroom. The researcher recommended that early childhood education colleges incorporate knowledge about active learning into their early childhood educational curricula.