This case study examines children’s acceptance of social robots and the role of teachers in two preschool classrooms: a 5-year-old Grass class (one teacher, 12 children) and a 4- and 5-year-old Apple class (one teacher, 19 children), both of which had used robots for 7 months prior to observation. Between September and November 2023, each class conducted 14 observations, totaling 28 observations. Additional data from teacher interviews, parental questionnaires, photographs, and teacher documents were thematically coded and analyzed based on de Graaf et al.’s (2017) framework. In the Grass class, children’s interest declined due to frequent technical errors encountered during conversation with the robot but later revived with the introduction of a movement function. Over time, their robot use declined but they developed an understanding of robots as artifacts lacking autonomy. In the Apple class, children actively explored robot functions with teacher’s scaffolding, and integrated coding as a means of enhancing play. Ultimately, children personalized their engagement by naming robots and incorporating them as playmates. These results indicate that children adapted to robot functions based on their ease of use and applicability to play. They formed emotional bonds with the robots, engaging with them as social partners while still understanding them as artificial objects. Finally, when teachers encouraged child-led exploration rather than merely transmitting knowledge, children more thoroughly integrated robots into their classroom.