This chapter discusses early childhood curriculum development, delivery, and improvement in Shenzhen, China. As a pioneer of China’s national economic reform, Shenzhen is also an innovator in implementing globally promoted early childhood curricula from the West. Adopting the intended-implemented-attained curriculum typology proposed by Van Den Akker, this chapter presents two different kindergartens (Shenzhen Lotus Kindergarten and Shenzhen Education Kindergarten) as case studies of the process and outcome of the development and implementation of local and imported curricula. Specifically, we analyze how the three types of curriculum (the intended, the implemented, and the attained) were operated in each kindergarten. We then discuss the noticeable alignments and misalignments among these three curricula in each kindergarten. Finally, we conclude by highlighting the valuable lessons learned from the two case studies about curriculum development and implementation and offering suggestions for improving curriculum alignments where needed, especially in light of the idea of glocalization rather than globalization.