This paper outlines the increasing cultural diversity of Australia's education settings and explicates the global education movement and the new Australian Early Years Learning Framework. It discusses the implication of these factors for early childhood education practice and early childhood teacher education. The key research question considered in this paper is what prior learnings do early childhood educators utilise to consider global education? Data are presented on a research project that explores the prior learning of pre-service early childhood educators at a major Australian university. The paper shows that, unlike primary and secondary pre-service teachers, most early childhood education pre-service teachers have significant professional experiences in educational settings. These prior experiences have a significant impact on pre-service early childhood educators' knowledge, beliefs and attitudes in the area of global education and align strongly with the global education curriculum movement and new national curriculum. (Contains 2 tables and 2 figures.)