This paper reports on a praxeological investigation concerned with what conditions facilitate (or not) compassion in the daily life of one Pre-School community in England. With increasing concern for planetary well-being, it was conducted in context of compassion's global relevance to the pressing need for increased focus on well-being, sustainability and global citizenship in Early Childhood Education (ECE), as compassionate behaviours are highly conducive to all three. Data was gathered using participant observation, interviews and a focus group. This study's importance lies in its resulting framework for practice enhancement through the illumination of five interrelated conditions, which if employed, may facilitate compassion's holistic experience. These are: knowledge; communication and collaboration; opportunity; social role; and broader spheres of influence. Findings offer transferable knowledge that can be utilised to positively enhance daily experiences within ECE and empower children as global citizens to lead sustainable lifestyles that support and sustain collective well-being.