Against a background of research evidence that confirms the importance of high-quality early childhood experiences for later life success, this study set out to explore what Early Childhood (EC) educators in Northern Ireland (NI) and the Republic of Ireland (ROI) perceive as those key indicators of quality in early childhood education and care. Across the island of Ireland, early childhood education and care (ECEC) has taken centre stage in the political agenda and a recent report: ‘Early Childhood Education and Care in Ireland and Northern Ireland’ (Curristan et al., 2023) found that the policy focus in both Northern Ireland and Ireland is placing increased attention on high-quality early childhood education and care as a key service. Therefore, in light of this ongoing ECEC policy activity, it was considered timely to carry out a collaborative study across the island of Ireland to ascertain what educators in both contexts who work with preschool children on a daily capacity understand as quality in practice. Embedded within Bronfenbrenner’s bioecological model of human development (Hayes, O’Toole and Halpenny, 2023), the study was guided by the following research questions namely: How is quality in early childhood education understood by early childhood educators? What practices guide them towards achieving quality in their practice? What supports are available to assist in the achievement of quality? What are the key barriers to realising quality in early childhood education? A mixed methods study was designed through an interpretive lens to contextualise and enter the internal frame of reference of participants, comprising three key phases: a rapid review of the existing literature on Early Childhood (EC) educators’ perceptions on quality, an early childhood educator survey of quality and in-depth video-stimulated reflective dialogues to ascertain a more in-depth understanding of EC educators’ ‘lived experiences’ of quality in practice in both contexts. The findings indicate that EC educators’ perceptions of quality in Northern Ireland and the Republic of Ireland largely align with the existing literature base, reflecting a dynamic interplay between structural and process quality indicators. As in the rapid review, educators in NI and ROI overwhelmingly rated relationships/interactions as the most crucial component of quality 5 ECEC and child-led and interest-focused play was strongly endorsed as the cornerstone of quality practice. Unlike existing literature however, EC educators in Northern Ireland and the Republic of Ireland highlighted the significance of both indoor and in outdoor environments as essential components of quality, with rich, open-ended resources playing a key role in promoting high-quality practice. While these process indicators were considered essential to quality, structural factors like educators’ qualifications and opportunities for continuous professional development were also acknowledged as contributing to quality practice. Additionally, professional recognition, funding, and management and leadership were highlighted by EC educators across the island of Ireland as key elements in sustaining high-quality practice. The findings from this study have gone some way therefore, to amplify educators’ voices within the context of ECEC in NI and ROI, and in so doing, have showcased that high-quality ECE is a multifaceted construct requiring a balance between educator expertise, relational practice and systemic support. Strengthening professional recognition, advocating for adequate funding, and ensuring environments that foster holistic learning will be critical in advancing quality standards within the field. 6