This study aimed to determine the relationship between lifelong learning attitudes and soft skills of kindergarten teachers in Carmen District, Davao del Norte. Specifically, it assessed lifelong learning attitudes in terms of willingness to learn, belief in the benefits of learning activities for professional development, and awareness of personal learning skills, as well as soft skills in communication, problem-solving, teamwork, and leadership. It also examined the significant effect between these variables and identified which domains of lifelong learning attitudes influence soft skills. The study employed a quantitative descriptive-correlational design using the total enumeration technique, involving all fifty-eight (58) kindergarten teachers in the district. Data was gathered through a validated and reliable survey instrument and analyzed using descriptive and inferential statistics. Findings revealed that teachers demonstrated high levels of both lifelong learning attitudes and soft skills. A significant positive relationship was found between the variables, indicating that stronger lifelong learning attitudes are associated with better soft skills. Among the domains, belief in the benefits of learning activities for professional development significantly influenced soft skills, while willingness to learn, and awareness of personal learning skills did not. Despite high overall ratings, some indicators were rated moderate, particularly in performing difficult tasks in English, integrating new knowledge, accessing information beyond one’s field, awareness of professional changes, research skills, and professional development planning. It is recommended that teachers may engage in continuous professional development with support in language and complex tasks. School heads may provide targeted training, while policymakers may strengthen lifelong learning frameworks.