This article contextualizes the authors' work on a project entitled "Investigating Quality in Early Learning Environments (IQ)," conducted in British Columbia (BC), Canada, within national and international contexts. One of the project's primary objectives has been to engage in discussions that situate British Columbia's promotion of "quality" in relation to child care discourses found globally. British Columbia, and Canada more broadly, self-identify as multicultural societies and regularly pledge promotion of a multicultural "ethos." Such political statements have a basis in population demographics. Given such commitments to, and realities of, culture and diversity, it was important that the IQ Project examine closely the degree to which various early childhood discourses "open up" to diversity, social equity and local voices in ways that are supportive of the multicultural realities of the province and the country. This article suggests ways forward that lie in facilitative critiques of certain long-established approaches to Canadian early childhood programs, policies and research that can provide spaces for additional and alternative discourses and methods that better align with the multicultural dynamics of the country. (Contains 4 notes.)