This article presents findings from a doctoral study on preschool and primary education in Morocco. It explores the current state of early childhood education while tracing its historical development to understand the key forces that have shaped it. Using a qualitative, descriptive, and critical approach, the study examines the persistent gap between official discourse promoting the democratization of preschool education and the complex realities on the ground. The analysis is based on a thorough review of institutional, academic, and statistical sources. Results show that while preschool enrolment has risen to 78.7% in 2023–2024, it still falls short of the 2022–2026 roadmap target by 11.3 percentage points. The national child–teacher ratio remains at 19:1, with most educators managing classrooms alone. The number of female educators has increased significantly, outnumbering male educators ten to one. Despite progress, preschool education often remains a secondary concern in national policy, overshadowed by efforts to expand compulsory schooling. Fragmented governance and a wide range of actors have led to inconsistencies across the sector. A shift from traditional to modern preschool models is underway, though marked by unequal quality and access. Crucially, many preschool educators face job insecurity, inadequate initial training, and difficult working conditions—factors that hinder the adoption of effective teaching practices and, in some cases, result in makeshift methods. These challenges call for more coherent policy implementation and stronger support systems to ensure quality early childhood education for all