With the purpose of understanding, respecting, and preserving regional creativity, as well as awakening the interest for and inciting the development of regional identity from the preschool children's earliest age, to understand, respect, and preserve native creativity as well as to arouse interest and encourage the development of native identity from an early age in preschool children, with emphasis on the importance of teaching values that are key to accepting and respecting diversity, past and cultural heritage; this paper aimed to do a research, based on students and preschool teachers' attitudes, on the use of the regional wealth and tradition in the educational process at preschool institutions. For the purpose of this pilot research, a specially construed questionnaire named Attitudes of graduate students of preschool education on the importance of acquiring knowledge about cultural heritage in preschool children was used, for which reliability and acceptance for further research were established. It was determined that, through various activities, students and preschool teachers often used the linguistic and music heritage and traditional crafts and customs adapted to the children's age, and that they encouraged them to use regional speech, as well as to develop positive attitudes to culture, the traditional heritage, and regional values. This research aims to stimulate students' interest in introducing homeland in the activities they carry out or will carry out in kindergarten to encourage the overall development of the child. Educators should be open to continuous learning and ready to improve practice by using the right methods and procedures to contribute to the construction of both the personal and native and national identity of the child. The research confirmed the set hypotheses and positive attitudes of students and educators towards the implementation of activities related to cultural heritage among preschool children.