Children’s early learning experiences have a profound effect on their development. Children’s receptivity to new influences and capacity to learn are at their peak in kindergarten education. During this period, they acquire a variety of important skills, knowledge, and attitudes that will affect their ability to learn, their personal development, their relationships with others, and their future participation in a bigger society. The previous statement highlighted the significance of having positive teaching and learning experiences among preschool education learners. One of the most pressing issues confronting kindergarten education today is the increasing difficulty in creating a conducive environment for teaching and learning. Nearly half of all preschool teachers reported significant levels of difficulty in arranging classroom layout, designing school activities for children, constructing learning centers, and introducing school interactions and activities. This study investigates the relationship between the instructional leadership of school heads and the learning atmosphere in kindergarten programs within Malabog District, Davao City. The primary focus is to understand how effective leadership strategies can enhance the educational environment for young learners, fostering an atmosphere conducive to exploration, curiosity, and active engagement.