I use examples from my ethnographic work on early childhood education and care settings in Japan and France to demonstrate that quality standards are cultural constructs and to question the universality of such core U.S. standards of quality in ECEC as low student-teacher ratios and multicultural curricula. My argument is that quality standards should reflect local values and concerns and not be imposed across cultural divides. In a heterogeneous society such as the U.S., notions of quality should arise out of conversations in local communities among early childhood educators and parents.