Philosophers have reflected on good and evil for centuries. They have pondered the nature of kindness, questioning its definition, its goodness, and the criteria by which it is deemed good. Kindness is defined as help given without expecting anything in return. It is believed that every art, inquiry, action, and choice aims for some good. It is important for pre-service teachers to recognize the significance of the concept of goodness for the development and progress of society before becoming teachers. At the same time, it is essential for them to demonstrate conscious awareness as an indicator of moral development. This paper investigated preservice teachers' views of kindness. This study adopted phenomenology, which is a qualitative research design. The sample consisted of 30 preservice teachers. Data were collected using a semi-structured interview guide. The data were analyzed using content analysis. Participants regarded kindness as positive acts done without expecting anything in return. They believed that we needed kindness for a happier and better world. They stated that educators should be role models who implement various activities to raise their students' awareness of kindness. They associated kindness with empathy, tolerance, affection, respect, benevolence, compassion, and responsibility. They believed that kindness brought with it social cohesion, prosperity, and solidarity.