This paper presents a critical account of early childhood education (ECE) in Pakistan. It moves from a general review of the benefits of ECE to focus on the issues and challenges connected to the professional development of early childhood teachers. It highlights problems encountered in developing practitioners who are highly skilled in the delivery of early years' pedagogy and the constraints upon the professionalisation of the sector at policy level. The paper identifies a number of strategies that would raise the status of the profession and argues that action is required for progress in this crucial field.