High quality early childhood is important for all young children. Some countries have tried to enhance quality with guidelines around structural quality (such as group size or teacher qualifications) or process quality (interactions with children) within formal regulatory environments. This study provides a descriptive comparison of Finland and Australia regarding formalized controlled regulations around early childhood quality, comparing different standards in relation to quality. The comparative review also explores the different regulatory strategies implemented in relation to quality improvement from different policies and laws. In the final section, key ideas for policy makers are shared around the importance of having degree qualified early childhood and opportunities for professional learning for early childhood to support structural and process quality.