This study is a comprehensive investigation into the relationship between working pressure and innovative behavior of kindergarten teachers. The use of statistical analysis methods, such as means, t-test, ANOVA, correlation, and regression, adds rigor to the study. It is found that, first, the overall working pressure of the tested kindergarten teachers is high and the overall innovative behavior is low; second, there is no difference between the working pressure and innovative behavior of kindergarten teachers in terms of gender and nature of kindergarten, but there are significant differences in terms of age and education; and third, there exists an overall negative correlation between kindergarten teachers’ working pressure and innovative behavior; finally, there is a 66.6% predictive power of all dimensions of kindergarten teachers’ working pressure on the variable of innovative behavior.