Abstract: This study aims to provide an overview of early childhood education (ECE) in Saudi Arabia by describing the policy and programmatic context, analyzing the current state of access and quality, identifying challenges and opportunities for effective implementation, exploring alignment with Vision 2030 goals, and discussing future prospects and steps for improvement. This qualitative case study used a literature review, semi-structured interviews, thematic analysis, and descriptive data analysis to investigate the status and prospects of early childhood education in Saudi Arabia, with a focus on Vision 2030. The study identified key themes and challenges and recommended improvements in the implementation of the national framework for early childhood education. The main results of the study on early childhood education (ECE) in Saudi Arabia show that there has been significant attention and investment in ECE programs in recent years, with a focus on expanding access to high-quality programs for children from disadvantaged backgrounds. Despite efforts to improve ECE programs, access to and participation in these programs remain limited, particularly among disadvantaged and rural populations, and the quality of ECE programs varies widely. The study highlights challenges in ECE, such as a lack of qualified teachers and funding shortages. Strategies to address these challenges include increasing access and improving teacher training, but significant obstacles such as limited coordination and parental involvement remain. The key recommendations to improve Early Childhood Education (ECE) programs in Saudi Arabia include increasing investment and commitment from the government, improving teacher training programs, and expanding access to high-quality ECE programs for disadvantaged and rural populations. Additionally, fostering collaboration, aligning with Vision 2030 goals, and promoting family engagement and support are also important for the continued improvement of ECE programs.