The aim of this study was to test reliabilities and validations for the Arabic translation of the Early Childhood Environment Rating Scale, Revised (ECERS-R) scale [Harms, T., Clifford, R. M., & Cryer, D. (1998). "Early childhood environment rating scale, revised edition." New York: Teachers College Press]. ECERS-R mean scores were tested for reliability at the indicator, item and total score levels. Test-retest, inter-rater and internal consistency correlation agreements were used on a sample of 50 childcare centres randomly sampled, representing category (national or private), region, type of childcare provision and classroom level (3-6 years) in Bahrain. High agreement levels (Cohen's kappas) between raters for mean total (0.797), item (0.78) and indicator (0.91) scores and internal consistency, 0.95 (Cronbach alpha) support ECERS-R as a reliably translated measure of quality identifiable in Arabic. Content, concurrent and predictive measures of validity included the Caregiver Interaction Scale significantly related with the ECERS-R (r = 0.56 Pearson product moment) and higher staff qualification levels which predicted higher ECERS-R scores, ANOVA F(1, 49) = 3.81, p = 0.05. Factor analyses identified high item loadings (>0.69) for the total ECERS-R scale and also with the two factors: teaching and interaction and provisions and learning (Clifford, R., Reszka, S. and Rossbach, H. (2010). "Reliability and validity of the early childhood environment rating scale." Chapel Hill: FPG Child Development Institute, University of North Carolina), demonstrating the ECERS-R in Arabic to be a reliable and valid instrument. Further research evidence using the Arabic scale is needed.