Access to education and improving the quality in Early Childhood Education and Care is a fundamental right of children and an important political priority of the European Union and the OECD in recent decades. Furthermore, the debate on equality of educational opportunities remains relevant in a socio-economic context of cultural pluralism and in times of limited financial resources. Attendance in preschool education strengthens the identity of children in a multicultural environment. Survey data suggest that investments in small population groups are proving more effective for children, families and societies. Widening access to preschool education can improve overall performance and reduce socio-economic disparities between students, when the extension of accessibility does not put the quality of benefits (OECD, 2011) at risk. This paper examines the policies in the ECEC institutions on a European and a national level. The analysis is based on written documentation and practices. Studies and resolutions of the Commission on this issue are taken into consideration, and preschool education policies are analyzed on a national level. Our working hypothesis is the extent to which the recent institutional modifications for Early Childhood Education and Care in Greece are related to the context of quality that has been identified by the European Commission. The findings reveal differences between the European Quality Framework and national policies (mainly with respect to accessibility and funding) and underline the current challenges for improving the ECEC services on a national level.