This qualitative study focuses on the celebration of cultural holidays in Early Childhood Education and Care (ECEC) settings. There is little Canadian literature exploring how Early Childhood Educators (ECEs) perceive cultural holidays, social justice, and multiculturalism. In- depth interviews were conducted with five ECEs representing a range of professional experience in the Greater Toronto Area. Thematic analysis of the data yielded three themes: belonging, curriculum approaches, and systemic barriers. Participants identified gaps in training and professional development and made recommendations for future work in this area. There is substantial literature support for the participants’ views on the importance of social justice, the need to support and respect families, and increased knowledge about cultural holidays. The study suggests that ECEs need additional knowledge and resources in order to successfully implement socially just cultural holidays.