The present thesis is concerned with the attitudes of kindergarten pedagogues with regard to children’s second language acquisition of German. A review of academic literature and empirical studies on the subject revealed only few recurring attitude patterns, which are generally rarely part of academic debate. Overall however, myriad theoretical approaches are concerned with the discussed topic. There is some consensus within the academic community that a monolingual approach in kindergarten significantly influences children’s acquisition of German as a second language. The conducted qualitative study uncovered kindergarten pedagogues’ implicit and explicit attitudes regarding this topic. The study’s results were subsequently discussed in relation to their potential practical use for kindergarten.