This study examines the landscape of childcare providers (CPs) in Saudi Arabia, focusing on their pivotal role in supporting children's language development. While fundamental, understanding CPs' knowledge of child language development, self-efficacy, and professional training remains limited in this context. This study aims to provide a comprehensive profile of CPs by exploring how these factors interact with work experience, education, and training. A nationwide survey of CPs revealed that merely a quarter of CPs in early childhood education (ECE), raising concerns about the alignment of qualifications with the demands of their roles. Significant positive associations were observed between CPs' knowledge of child language development and their perceived self-efficacy, and a moderately significant positive association was found between CPs' knowledge of language development and professional training received. CPs' self-efficacy was significantly predicted by their knowledge of child language development and the extent of training they had undergone. These findings highlight the need for targeted professional development initiatives to improve the quality of ECE in Saudi Arabia. By acknowledging the interdisciplinary nature of child language development, this study highlights the importance of evidence-based policies to equip CPs with the skills necessary to meet the developmental needs of children. These insights provide a foundation for future research and policy recommendations aimed at strengthening ECE in the region.