We assessed the availability and accessibility of early childhood development (ECD) services to ethno-cultural communities in the Tri-Cities region of British Columbia. Primary participants were recent immigrant and refugee parents from three ethnic communities: Chinese (both Mandarin- and Cantonese-speaking) and Korean-, and Farsi-speaking groups (Iranian and Afghani). Secondary participant groups included ECD service providers, community educators, and facilitators involved in ECD programmes and services. The study employed a participatory community-based approach, aiming to: (1) assess the different meanings, understandings, and practices relating to ECD, (2) examine the ways in which behavioural, cultural, and institutional practices may influence ECD access and use of services; and (3) contribute to the development of a culturally competent definition, measure, and model for ECD that is applicable to ethno-cultural communities. Significant portions of members of the cultural communities do not have adequate access to services, particularly those with special needs children. In addition, individuals have difficulty adapting to Western child development practices, which results in barriers in seeking or participating in childhood development programmes. Finally, language difficulties, cultural beliefs and practices, and adverse perceptions of care providers were barriers to services. The results highlight the need to incorporate new understandings of culture-based perceptions about ECD, and provide an understanding of different models and communications of ECD when planning future programme objectives and goals.