Limited integration of local cultural knowledge into preschool education has contributed to declining children interest in appreciation of regional cultural heritage. This study examines the use of an innovative nasi tiwul learning medium based on local cultural themes to foster children's appreciation of cultural heritage while supporting their overall development in early childhood education. The research employed a qualitative ethnographic approach. The participants consisted of one principal, one teacher, and sixteen children from Sakura I Kindergarten. Data were collected through classroom observations, semi-structured interviews, and documentation, and were analyzed using the interactive model of Miles and Huberman, including data reduction, data display, and conclusion drawing. The findings indicate that the innovative use of nasi tiwul provided meaningful and hands-on learning experiences that were closely connected to children's cultural context. Throughout the activities, children demonstrated active participation, high enthusiasm, and an improved understanding of the ingredients and preparation process through direct experience. Their developmental progress, as reflected in the Early Childhood Development Achievement Standards (STPPA), was evident in their ability to collaborate, share responsibilities, communicate with peers, and express their ideas during learning activities. Integrating local culture through nasi tiwul offers a meaningful learning alternative by connecting classroom experiences with children's cultural environment while simultaneously contributing to the preservation of regional cultural heritage.