In Australia, profound changes are occurring in relation to early childhood education. The introduction of a National Quality Reform Agenda by the Council of Australian Governments (COAG) in July 2010 has developed a National Quality Standard to improve the quality of early childhood education and care in states and territories across the country. Concurrently, Australian education is in the midst of the roll-out of its first national curriculum. The Australian Curriculum Assessment and Reporting Authority (ACARA) was established in December 2008 and charged with the task of improving the coherence and quality of curriculum, assessment and reporting across Australia. The convergence of these two major reform agendas at this point in time have had significant implications for early childhood professionals in Australia. Recently, a pilot study of early childhood teachers employed in the state of Queensland (Kindergarten - Year 3) was conducted. The purpose of the study was to better understand the way in which the national reform agendas in the areas of curriculum are impacting current teaching practices and workloads. This paper presents the findings from this study in light of the literature, and highlights key issues arising from the research.