In recent years, the number of early childhood settings in Australia has expanded with increased demand for early childhood education and care. With this trend, the importance of acceptable standards of provision of services has come to the forefront of policy interest. Federal, state and territory governments have responded with agendas designed to improve the quality – and availability - of early childhood education and care. The current agendas aim to both achieve consistency and improve the health, safety, early learning and well-being of all children, as well as to provide better support for disadvantaged children in order to reduce inequalities. This chapter provides an overview of the current agendas in the early years, and explores national and state initiatives. It links to a change model that was developed some years ago to provide a realistic insight into the time and sequencing necessary to undertake successful change. The chapter outlines how systems in Australia are currently moving from the early stages of understanding the need for and nature of the National Quality Framework for Early Childhood Education and Care, to widespread implementation. Early years education in Australia also includes the early years of formal schooling (children aged five to eight years). This period in primary school is recognised as a distinct sub-set of early years education. The Council of Australian Governments has agreed to a number of targets to improve outcomes for Indigenous people, especially children. The Australian Curriculum provides a national curriculum for all states and territories in Australia from Foundation Year to Year 12.