The present study investigates the narratives of Early Childhood Education (ECEd) Filipino teachers, with the main inquiry focusing on how they have applied what they have learned from their ECEd undergraduate training in the Philippines vis-à-vis their professional practice abroad. Twelve Filipino ECEd teachers were the participants in the study. They have finished their undergraduate degree in ECEd in the Philippines and are currently working as ECEd teachers in Singapore. Central to the phenomenological inquiry were the participants’ common experiences as graduates of the ECEd programme in the Philippines and currently teaching abroad. Findings reveal that (1) pre-service training for ECEd is essential in preparing educators for their roles; (2) teachers pursue professional practice abroad for various reasons; (3) the BECEd programme at the university is successful; (4) Filipino ECEd practitioners working abroad face challenges; (5) ongoing professional development and training are also necessary for early childhood educators; (6) advanced language training, enhancement content and training, and stress management may help address the demands of teaching abroad; and (7) pre-service ECEd programme should promote inclusive education, enhance professional development, and cultivate the ability to adapt to different cultural environments.