This research provides a comparative analysis of survey data from practitioners in Japan, Australia, and Korea on their practices for early childhood education for sustainability (ECEfS). These data were previously reported for each specific country. In these analyses, educators' conceptual understandings and pedagogical practices relating to ECEfS are explored. Many of the pedagogical practices that are evident in each national context are guided by country-specific policies, educational systems, and curriculum guidelines. Overall, the respondents from the three countries reported that they practised traditional nature-based activities extensively, such as gardening and playing outdoors, and educators taught intentionally about nature. Australian and Korean educators prioritised pedagogies relating to resource conservation and environmental issues, while Japanese educators' survey responses indicated a reluctance to focus on these aspects of sustainability. The introduction of national guidelines is important as a driver to enhance educators' understandings about sustainability within specific countries. A key recommendation is the need for targeted strategies for professional development in order to deepen educators' understandings and improve practices for sustainability in early childhood programs.