Local cultural resources play a crucial role in enriching early childhood curricula and fostering children’s cultural identity; however, their integration into kindergarten-based curriculum practices remains inconsistent and underdeveloped in many regions. This study examines the current status of local culture integration in the curricula of four kindergartens in Lushan County, Sichuan Province. Using a mixed-methods approach, data were collected through questionnaires (n = 93), semi-structured interviews with teachers and administrators (n = 12), and analysis of curriculum documents. Results reveal that although teachers generally value the importance of local culture, their understanding is often superficial, with notable differences between local and non-local teachers. Curriculum content selection is predominantly limited to visible and easily accessible cultural elements such as festivals and folk activities, while deeper cultural resources—including regional crafts, local narratives, and intangible heritage—are insufficiently explored. Implementation practices tend to be event-driven, fragmented, and lacking continuity, with limited integration across learning domains. Major barriers identified include insufficient cultural knowledge, lack of professional training, inadequate teaching resources, time constraints, and limited community and policy support. The findings suggest that systematic teacher training, richer resource development, strengthened home–community partnerships, and improved curriculum planning frameworks are needed to advance culturally grounded early childhood education. This study contributes empirical evidence to support culturally responsive curriculum development in China and offers practical implications for regional policy and preschool practice.