The objective of this systematic review is to synthesise the extant empirical evidence on the effects of higher teacher qualifications on early childhood learning environment. Specifically, this review will seek to answer the following question: 1. Does teacher experience, and a teacher's level and type of education, have an impact on the quality of early childhood learning environments as measured by the Early Childhood Environment Rating Scale (ECERS; Harms & Clifford, 1980), the Infant Toddler Environment Rating Scale (ITERS; Harms, Cryer, & Clifford, 2003) and their revised versions (ECERS-R (Harms, Clifford, & Cryer, 1998) and ITERS-R (Harms et al., 2003))?