Early childhood education in China has a dynamic history of educational reform. The objective of this study was to examine kindergarten teachers' current perceptions of educational philosophies and practices. As a consequence of globalization, researchers also examined what teachers perceived their international colleagues should understand regarding the current state of early education in China. Researchers employed qualitative methodology and a phenomenological approach. Eight master teachers and former teachers/current administrators in a university-affiliated kindergarten program in a major urban city on mainland China participated in a semi-structured focus-group guided by a series of open-ended questions. Results of systematic analysis of transcripts revealed five themes: (1) the kindergarten curriculum reflects changes in China's educational goals, the view of child, and needs of the country; (2) contemporary kindergarten practices reflect a philosophical change from whole group, teacher-led instruction to inclusion of individualized, child-guided experiences; (3) the physical classroom environment reflects revised educational goals and the child as an actively engaged participant in his/her own learning; (4) kindergarten teachers purposefully engage families as partners in the child's education, and (5) teachers suggest that international colleagues should understand the current philosophy of education developed within the Chinese culture. Teachers' perceptions confirm the major pedagogical change from traditional teacher-directed practice to adaptation of Western child-centered philosophies; however, these results may not represent other programs in China. Implications for educators internationally suggest that pedagogical change is a gradual process of assimilation, not without challenges and requiring significant investment by teachers directly responsible for the translation of philosophy to practice. (author abstract)