Use of local resources such as local storytelling, plays and games, materials and aids and rnlanguages is critical for the success of childrenâ€Ÿsâ€Ÿ learning in preschool years and even in upper rngrades. The approach of teaching the children is expected to be indigenized so as to attain a more rnplanned and lasting positive effect on the childrenâ€Ÿs learning. The aim of this paper was to rnexamine the level of use of local resources, attitudes and awareness of preschool teachers as well rnas to identify the challenges hindering the practice of use of local resources in teaching the rnpreschool children. To achieve these objectives, the mixed method approach was used in the rnstudy. Both primary and secondary data were collected through quantitative (questionnaire) and rnqualitative (interview and FGD) tools from a sample of respondents taken from 3 government rnpreschools and private schools. The findings of the study showed that there was a gap between rnwhat was expected and the actual practice of use of local resources in teaching the children in the rnpreschools. Furthermore, the attitude and awareness level of the preschool teachers was below rnthe expected level. The correlation coefficient obtained indicated that the low attitude level of the rnteachers was strongly and negatively correlated with the use of local resources in the preschool. rnHowever, the correlation between the level of awareness and use of local resource of the teachers rnhad moderate positive correlation. The overall finding was that the use of local resources in the rnpreschool was below the expected level and needs urgent improvement. Concerning bodies were rnrecommended to take their respective responsibilities to put in place a strong mechanism to rnenforce the use of local resources in teaching the preschool children in the study area.