In Brazil, debates about the inclusion of gender and sexuality in early childhood education is fraught with tension. The debates are set against the pro feminist movements that support the inclusion of discussion on gender and sexuality in Brazillian early childhood education; and the rise of conservative groups who reject such discussion as unwarranted, using religious and cultural norms to prevent more progressive ways in which to consider ECE. In this chapter we present findings from a qualitative study based on empirical data from semi-structured interviews with 36 Brazilian ECE teachers. The findings concern interviewee teachers’ perceptions of gender and sexuality in ECE and the impact on their pedagogical work. The findings indicate that cultural beliefs, a lack of national educational policies and support for the inclusion of discussion on gender and sexuality in ECE have effects on how teachers challenge and support the conservative agenda.