Interviews with nine higher education academics from found difference between Australian and New Zealand, and Swedish perspectives regarding how capital and lower case letters should be used in early childhood education (ECE). In each cultural context participants thought their own way was the right and usual way. Australasian respondents indicated that use of a capital letter was to only be used at the start of a name or start of a sentence (e.g. the name Ella). Swedish participants indicated that the full use of capitals was the more common way text was used in Swedish preschools (e.g. the name ELLA). Australasian participants added attention to how text looks in books, school traditions and conventions in written text (conventions-based approach), whereas Swedish participants attended to text in the wider environment, early childhood and family traditions, and natural choices children made from their own perspective (natural methods approach). The fndings support the assertion that writing and broader literacy learning is more than process, traditions are culturally and socially constructed, and mediated. Teacher awareness of differing literacy traditions is important if they are to respond to cultural diversity and globalisation. Because early childhood curricula give a mandate to respect cultural diversity, there cannot only be one right way to write text.