The present study evaluated the reality of the preschools in Jordan. A random sample of 500 preschool teachers participated in this study. Quantitative and qualitative methods were used. Preschools' learning environment quality was assessed using the revised version of the Early Childhood Environment Rating Scale (Harms, Clifford, & Cryer, 1998). Multi-level statistical analyses revealed that quality of government preschools as measured by the ECERS-R was evident in two of the seven subscales as high quality. These were for interaction and program structural subscales, while the remaining dimensions of space and furnishing, personal care routine, language reasoning, activities, and parents and staff are of good quality. This study demonstrated the importance of continuing to provide high quality learning environment in Jordanian preschools and of incorporating evaluation of the same into education reform.