This article discusses the degree to which early childhood practitioners in the United States attend to cultural differences and social injustice in their pedagogy, with a particular reference to indigenous peoples. The article has three major sections. The first describes an indigenous perspective regarding "improvement" and "quality" with respect to early childhood programs. Included is a review of United States policy developments regarding indigenous peoples (including an examination of relevant aspects of the Bureau of Indian Affairs) and a discussion of the impact of those policies on indigenous families. The second section discusses the impact of contemporary early childhood policies and practices on indigenous communities. The third section is a review of the dominant research literature and theoretical beliefs.