This comparative and qualitative study-in-progress focuses on two early childhood teacher education (ECTE) programs in contexts where the participants are undergoing rapid social and personal change: a program in Namibia and a program for immigrant childcare educators in Canada. The objective is to provide in-depth understanding of the ways in which differing ideas about ECTE are reflected in practice. It is important to ensure that ECTE programs prepare teachers to dovetail children's preparation for school with meaningful connections to the culture and language of the home community, since more and more children spend their preschool years in early childhood (EC) centres that are becoming increasingly westernized in character. The data will stem from analysis of early childhood care and education and ECTE curricula; policy and other documents; focused observations in ECTE classes; and interviews with teacher educators and students. The results are expected to illuminate issues and strategies which are most likely to be effective for ECTE programs, with implications for teacher education in a range of settings in both the majority and minority worlds. [For the complete Volume 12 proceedings, see ED597979.]