THE NATIONAL QUALITY STANDARDS (NQS) now mandate the implementation of a recognised learning framework in early childhood education and care (ECEC) settings across Australia. The Early Years Learning Framework for Australia is one such framework. This case study was conducted in a local government area of the city of Melbourne. It explored the extent to which professional development opportunities equip educators to implement programs for young children that meet Quality Area 1 of the NQS: Educational program and practice. This study found that neither the professional development opportunities available to educators nor the delivery of the content met educators' reported professional learning needs. This paper advocates for more participative, evidence-based approaches to professional learning. In addition, participants' response rate is indicative of the need for a systematic means of tracking and supporting the particular professional learning needs of ECEC educators.
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