For the past 20 years, early childhood education has undergone changes that have resulted from an alteration in Indonesian socio-political situations. One of the changes has resulted in the emergence of the internationalisation of early childhood education in Indonesia. This paper unpacks the complexity of the process. Three teachers from three different kindergartens in Bandung, Indonesia were selected to participate in this study. Drawing from postcolonial theories, the findings of the study illuminate the extent to which international schooling perpetuates the legacy of colonialisation, while at the same time sustaining the legacy of neo-liberal policy. However, the findings also suggest that the schools have become a hybrid space where global and local values are interacting and negotiating with one another.