The purpose of this study was to determine the contribution of teaching experience and teacher age to the teaching performance of kindergarten teachers. For achive research purposes, a quantitative approach is used. This method is limited to sample surveys aimed at testing the hypothesis that teaching experience and age variables have a positive effect on teaching performance. Data collection techniques using purposive sampling techniques involving 137 teachers. Performance is measured through indicators of a teacher's ability to plan, implement, and evaluate learning. The data collection used a questionnaire with a likert scale pattern of 1 to 4 consisting of 9 items to measure teacher teaching performance. The instrument used has a Cronbach Alpha coefficient value >0.8. The study findings showed that the total value of determination (R2) was 0.004, meaning there was no significant relationship between teaching experience and age on performance. Based on the results of this research, it can be used as a suggestion in making a recruitment policy for educators who need to pay attention to school needs and not only be guided by teaching experience and age. In addition, regeneration is needed in order to be able to increase the resulting performance coupled with increased skills through training, seminars, further studies, and comparative studies.