In 2018 a new, more inclusive, concept of preschool education was adopted in Serbia with plans to implement the change from September 2019 to 2022. Three researchers (from different disciplines) examined how the national reform in Early Childhood Education (ECE) was perceived by Hungarian kindergarten pedagogues. To understand the impact this change has on both kindergarten pedagogues and children, we investigated two focus points i) how the participants understood the new Curriculum Framework, and ii) how the intersection of culture, language, and ethnicity are mobilised to construct the future practice. Our findings show uncertainty, resistance and sentient ways educators interpret the new programme. Findings also demonstrated many kindergarten pedagogues applied a reflexive method of professional practice that remained unchanged for decades. Our recommendation is that such a significant transition should be a slower process with greater opportunities to access professional training.