The background of the research is early childhood sex education which is regarded as taboo and less important. It is aimed at to discover the urgency of sex education for early childhood in TK (kindergarten) ‘Aisyiyah Bustanul Athfal Bendo, finding out the learning strategy of early childhood sex education in TK ‘Aisyiyah Bustanul Athfal Bendo, and finding out the supporting and inhibiting factors of the learning strategy of early childhood sex education in TK ‘Aisyiyah Bustanul Athfal Bendo. This research is field research in nature with descriptive qualitative approach and with data collection techniques of observation, interview and documentation. The data were analyzed with the methods of data reduction, data presentation, and conclusion drawing (verification). The research result shows that first, the urgency of sex education for early childhood is very important to give to students in TK ‘Aisyiyah Bustanul Athfal Bendo by the teachers, so that sexual disorder in children like dropping the pants their friends wear and showing their genitals can be prevented as early as possible. Besides, it is in order to avoid the children from sexual disorder behavior like LGBT, sodomy, and early marriage. Second, in the sex education for early childhood in TK ‘Aisyiyah Bustanul Athfal Bendo, there are some strategies implemented such as accepting learning, mastery learning, and integrated learning strategies. The material taught to early childhood includes the difference of anatomy and physiology between men and women, and circumcision for boys. The other materials of sex education are about aurat, cosmetics wearing, body treatment, and dressing up. There are also about mahram status, sleeping, and chatting in family, intercommunication with people with similar and different sex and reproduction health by having bathroom use training. Third, the supporting factors of the learning strategy of early childhood sex education in TK ‘Aisyiyah Bustanul Athfal Bendo are teaching sex education material integrated in the curriculum by the teachers, inserting sex education material in the learning theme, and implementing effective learning strategy of sex education. The other supporting factor is the high enthusiasm of the students in the learning activity when given with tasks or videos by the teachers. Meanwhile, the inhibiting factors are the lack of understanding of the teachers related to early childhood sex education material, the lack of simplifying sex education material to the students, the ineffectiveness of selecting sex education learning strategy, the inappropriate ways to explain taboo things to the students, the lack of understanding of the teachers related to sex education learning strategy, and the level of understanding and observation power of the students who are still low.