<p>Early Childhood Education (ECE) is not only a fundamental right of every child but also a crucial societal investment aimed at reducing social inequalities and fostering well-being. This study explores how different stakeholder groups — ECE practitioners (<i>N</i> = 21), academics (<i>N</i> = 15), and policymakers (<i>N</i> = 11), perceive the current educational policy for ECE in Croatia. Using a two-round classical Delphi method, the research aimed to determine the panelists’ perspectives on the state’s responsibility for ECE, examine the effectiveness of the system, identify the right to access ECE, define the key dimensions of ECE quality, and explore parental involvement. A qualitative analysis was conducted, and the collected data were presented using measures of descriptive statistics.</p><p>Findings reveal differences in the evaluation of policy adequacy. This is particularly evident in the lack of consensus regarding the appropriateness of employing unqualified substitute staff within the ECE system. Practitioners also point to the problem of political appointments, especially in the selection of headmasters and participation in the governance of ECE institutions. The study also exposes a lack of trust in institutional support mechanisms and a general consensus on the need for a stronger, equity-focused policy framework. The panelists reached absolute consensus on the state’s obligations regarding the organization of ECE in terms of children’s rights and the accessibility of the system for all children. No consensus was reached in assessing the need to adapt the ECE system to children, families, or the labor market. Politicians in the sample tend to favor the view that the system should primarily adapt to the labor market, arguing that this brings indirect benefits for children. The results emphasize the importance of interdisciplinary collaboration and evidence-based policymaking to ensure ECE systems serve both educational goals and children’s well-being.</p>