Canadian experts in diverse fields as well as people concerned about social justice and cohesion have identified quality child care as a crucial component in addressing a variety of broad societal goals. This study explored the relationships between child care center quality and: center characteristics; teaching staff wages and working conditions; and teaching staff characteristics and attitudes. Data were collected in 122 infant/toddler rooms and 227 preschool rooms in 234 centers across 6 Canadian provinces and 1 territory. Analyses focused on the critical factors predicting the level of quality. Findings revealed that physically safe environments with caring, supportive adults were the norm for the majority of Canadian centers. However, only 44 percent of preschool rooms and 29 percent of infant/toddler rooms provided activities and materials that support and encourage children's development. The majority provided care that was of minimal to mediocre quality. The direct predictors of program quality, listed generally in order of strength, were teaching staff wages, use of the center as a student-teacher practicum site, work satisfaction, and the adult-child ratio. Direct and indirect predictors were teaching staff level of early childhood-specific education and number of staff in the observed room. The strongest indirect predictor of quality was the center auspice. Based on findings, recommendations were made related to regulations, staff education, professional development, financial aspect of care, administration, and job satisfaction and the work environment. (Nine appendices include descriptions of provincial/territorial requirements for center-based care, data collection instruments, and discussion of implications for future research. Contains 97 references.) (KB)