The Solomon Islands, a small developing nation in the South Pacific, demonstrates an emerging community-based kindergarten model with the potential to promote context and culture relevant early learning and development, despite deeply embedded foundations in colonial legacies. Based on the Kahua region of Makira-Ulawa Province, this collaborative, ethnographically-informed, study explores how the kindergarten is situated at the core of a cultural revolution. Findings enlighten how the kindergarten is serving as the basis to building on living traditions through cultural reinvigoration efforts, while the very essence of the kindergarten's sustainability has become dependent upon the revitalization of traditional practices historically fundamental to Kahuan society. From this, implications drawn address how community-based initiatives can facilitate early childhood education while still supporting context-specific cultures and identities through sustainable initiatives. (Contains 1 table, 2 figures and 7 endnotes.)