The author of this article reflects on a study in which she and her two colleagues, teacher educators all, examined prospective students' college applications to gain insight into the discourses with which students entered two early childhood teacher certification programs. They then built on these findings to hypothesize how the identified discourses might affect the applicants' future students. The author revisits this study to examine the presence and possible consequences of hegemony in Early Childhood Education (ECE), perhaps the last place it might be expected. In fact, however, the author states that key neoliberal players on both the domestic and foreign foreign-policy stages might find themselves surprisingly at home in an early childhood classroom due to the significant congruence of their values and agendas with those expressed by the applicants in this study. In this article, the author highlights these parallels to show the pervasive reach of neoliberalism and to recommend actions and policies for other post-secondary educators, both in and outside the field of education, who seek to challenge and reposition the current dialogue, practices, and outcomes in education at all levels.