This chapter provides a review of the historical accomplishments and the current challenges for Education for Sustainable Development (ESD) in Early Childhood in the Korea. Specific references are made to progress being made with regard to environmental education, economic education, and education for social equity. The chapter also reports on the research trials carried out using the Environmental Rating Scale for Sustainable Development in Early Childhood (ERS-SDEC) instrument that was developed by the authors in collaboration with international colleagues in the World Organization for Early Childhood Education (OMEP). In Korea a total of 37 preschools were involved in the trials, and educational provisions for environmental education and economic sustainability were found to be relatively good although the children enjoyed little opportunity to participate in decision making. While Korea has an ECCE curriculum that gives strong support to ESD, the ERS-SDEC trials found that educational provisions for social and cultural sustainability were the weak and in need of further development. The development of a more integrated national curriculum for ESD and education related to social and cultural sustainability were identified as specific priorities for curriculum development.