The purpose of this article is to carry out a critical inquiry of comparative education by using an example of a comparative programme within kindergarten teacher education in Norway. The article discusses the inclination, in cross-cultural comparative studies, to emphasise cultural essentialism, to evaluate educational practice from a mono-cultural perspective and to overlook the interrelation between globalisation and local practices. The article further argues for promoting dialogism in order to understand local practices in cross-cultural comparative studies. Furthermore, the article underlines the importance of extending the understanding of context and problematising the position of the students in order to construct knowledge which challenges their preconceptions, and to contribute to transformation of knowledge.