While internationally the trend of implementing robotics in the early childhood classroom increases, the United States is lagging. The purpose of this pilot study was to investigate the obstacles that prevent providers of early childhood education in implementing robotics into their curriculum. An analysis of the survey sent to providers is presented in this study that is intended to provide an understanding of the perceived and actual issues preventing implementation. The results of the survey demonstrate that early childhood pre-kindergarten providers and teachers perceive a plethora of variables that prevent implementation of robotics in early childhood classrooms. Lack of funding, teacher training, resources, technology support, and professional development are key contributors to the resistance toward early educator adoption of robotics. In the U.S. there is training provided for pre-kindergarten teachers in academic subjects; however, teaching technology is often missing. The results also indicate that early education teachers perceive teaching robotics to children as a benefit to improved literacy and math at an early age. While many of these results can be expected within K-2, early childhood education providers who operate pre-k centers face a variety of challenges including lack of teacher education, turnover, and technology training.