This article examines the socio-cultural context of early childhood socialization in Hungary. Using a macroscopic lens, we describe the national demographic situation and the social organization of early childhood education and care. Our analysis then shifts to a microscopic focus on parental values and beliefs about the substance of what young children should be learning in different settings. Results from our national survey suggest that Hungarian parents tend to view the socialization roles of childcare workers and parents as different, but complementary: good manners should be learned at home, while cognitive and social skills should be learned in nurseries. Most respondents also think that young children should learn about the world, others, and themselves through play in group settings, while reading and math lessons should wait until elementary school. (Contains 4 notes and 8 tables.)