Instructional materials are tools necessary in making the teaching-learning process effective and meaningful for the learners. They help enhance instruction thereby uplifting the students? knowledge, skills and abilities. However, teachers experience problems pertaining to lack of appropriate and rich resource of instructional materials, thereby limiting their capacity to provide meaningful learning opportunities. This is a qualitative research which aimed to find out the availability of teaching materials in the Kindergarten classes of a public elementary school. It is grounded on the experiential learning theory in using instructional materials through concrete experience. Employing the single-case study design, it further tried to determine the challenges experienced by the teachers in the production of instructional materials. The purposive sampling technique was employed to select the participants, who are all Kindergarten teachers. The findings revealed that the Kindergarten classrooms lacked developmentally appropriate materials necessary for effective teaching and learning, and teachers are burdened in the production of teaching materials due to some factors. Results of this study will provide inputs in the production of instructional materials for Kindergarten.