<p>This interdisciplinary collaborative study investigates the expectations of preschool teachers regarding educational robots and explores the challenges encountered during the development of robot-assisted language learning applications for preschool settings. By integrating English learning into preschool routine activities, the study identifies key functionalities that teachers expect from educational robots, such as the ability to record and export children’s behaviors, provide flexible reminders, offer repetitive practice, and deliver timely instructional support. These functionalities reflect a balance between leveraging technological affordances and maintaining essential human elements of teaching. The study also highlights significant challenges, including knowledge gaps and misunderstandings among Content, Pedagogy, and Technology experts, which were addressed through structured communication, comprehensive preparatory work, and the use of templates and guidelines. The findings provide valuable insights for designing educational robots that meet the needs of young learners and offer a framework for enhancing interdisciplinary collaboration in educational technology research.</p>