This study aims to investigate Hong Kong kindergarten educators’ readiness for technology integration in early childhood education. Data were collected using a descriptive quantitative study with a self-reported questionnaire distributed to 50 kindergarten educators. The mixed-methods methodology comprised closed-ended questions which could be quantitated, and open-ended questions with which a thematic analysis could be made where themes and patterns could be identified. The advantage of a mixed-methods study design offered a range of approaches to capture the breadth and depth of perceived technology readiness of educators, and the ability to provide comprehensive insights into digital competencies, technology usage, and perceived barriers. Results show high everyday use of mainstream office tools and communication apps, alongside emerging but uneven adoption of generative AI tools. Persistent barriers such as time constraints, limited resources, and perceived complexity were identified. Respondents generally agree that digitalization enhances efficiency and engagement but express concerns about excessive screen time for preschool-aged children. The results have implications for professional development, leadership and policy within Hong Kong’s kindergarten system and outlined a pathway for next steps.