For governments around the world, conceptualizing early childhood education and care as a site for an early start on educational, social, and economic investments has become a dominant trend of educational planning. Educational policies, both locally and globally, reflect the effects of a neoliberal political economic reasoning system. Voucher discourse is a good example to explain how neo-liberal notions of freedom, equality, and choice can become a problematic embodiment of democracy. In this article, the author highlights preschool vouchers in Taiwan and Hong Kong to discuss how reform discourses, such as vouchers, can rework and reconstruct the ways in which they come to construct and desire equality and social justice in education. Conceptualizing educational problems as a socio-economic problem, Milton Friedman mobilized the concept of educational vouchers as an effective institutional change to crack the central government's monopoly on power and control in the field of education in the name of "freedom to choose." Conceptualizing the field of education as an education industry, Friedman suggested and proposed that educational vouchers could restrain the role of the government in education but still ensure schooling would meet sets of minimum standards to guarantee the educational quality of all future citizens. (Contains 2 notes.)