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Abstract Background: Quality care and education in the first eight years of life play a critical role in young children's development. Despite how the importance of Early Childhood Education (ECE) has become more widely accepted both in the United Arab Emirates (UAE) and across the broader Middle East region, research studies related to child learning and development in ECE context and quality have been sparse. This article presents findings of the Ras Al Khaimah-based ECE research study which investigated the process and structural quality of privately owned Early Childhood Education and Care centers (ECECs). Methods: Data were collected from all 39 licensed private ECECs operational in the emirate between 2016 and 2018 using the Early Childhood Environmental Rating Scale-Revised Edition(ECERS-R) and Classroom Assessment Scoring System T M Toddler edition(CLASS T M ). Additionally, semi-structured interviews were undertaken, using a self-structured questionnaire and checklist based on the UAE National Child Care Standards. Results: The findings suggest high variability in ECERS-R and CLASS scores. Subscales such as “Space and Furnishings” and “Activities” differed greatly. However, the average score was high in the “Interactions” and “Program Structure” subscales. The CLASS Toddler dimensions' average rating for all ECECs was below 5 out of 7 range, suggesting a mid-range of scores. Information gathered from class teachers, ECEC managers, and general classroom and ECEC observations provided additional data which led us to understand actual challenges faced by the ECE workforce and ECECs in the emirate leading to lower quality in some cases. Conclusion: Overall, the quality of ECECs in RAK needs to be improved through improvement plans developed by individual ECECs, bolstered by sound and comprehensive emirate-based policy development. In this paper, we have presented challenges of ECE and have recommended policies to improve the quality of ECECs in RAK and the wider UAE.