This study was conducted to assess the implementation of ECCE between private and public preschools in Bahir Dar city administration. The implementation were assessed through main factors which includes: the physical and learning environment that encompass the materials used for children holistic development, curriculum guideline, teachers’ know how, teaching learning methodology, health, the relationships with parents and community, and administrative issues. The study has taken a form of descriptive survey in a comparative perspective. The study examined the preschool education policy and practices of two public and two private preschools. The four preschools were selected through systematic random sampling technique. The participants of the study included AREB and Bahir Dar city Administration Education Department preschool educational experts, teachers, principals of sample preschools and parents. Data collection tools were questionnaires, observations, interviews, and document analysis. Accordingly, 294(100%) questionnaires were distributed for parents; to the end, 250(85.03%) questionnaires were filled and returned to the researcher. In addition to this, semi-structured interview was conducted with the two preschool educational experts. For further data triangulation, the observation and documents of the sample preschools were held. To analyze the data Frequency, percentage, one sample t-test, and independent t-test have been used. The findings included that there are curriculum implementation differences among public and private preschools. Teachers’ lack of professional skills to implement the syllabus of preschools properly, principals also did not have knowhow about leadership. The finding also reveals inappropriate and inadequate indoors and out door materials, and parents’ lack of awareness about preschool education. Moreover, shortages of documents for Early Childhood Care and Education such as textbooks, teachers’ guides, and policy documents, were some of the threat to implement the ECCE policy. Thus, the regional, zonal education offices should effectively overcome their duties and responsibilities in ensuring and controlling standards. Effective and continuous supervision need to be conducted to support teachers to implement a policy properly.