In-depth interviews were conducted with early childhood teachers and parents in two counties with similar characteristics in Sweden and the United States. Inductive analyses revealed differences in responses between informants at the macro-, meso-, and micro-levels. At the macro-level were considerations of overall societal issues and general values. At the meso-level were considerations of parent-teacher relationships and general views about teaching and learning. At the micro-level were considerations of what actually happens in an early childhood program. U.S. informants had a greater number of topic comments and distributed them more evenly across all levels than did Swedish informants, who emphasized the meso-level. While Swedish parents seemed to take support for young children and their families for granted. U.S. informants discussed a lack of such support. U.S. informants desired both strict rules with strong academic content and extension of the child's initiations through play, emphasizing activities and materials. Swedish informants discussed a child centered approach to social learning and creativity and desired to be with children rather than do activities with them. This study revealed the interrelationship of the macro-, meso-, and micro-levels and the need for considering these relationships when designing and working in early childhood education and teacher preparation. Contains 14 references. (AJH)