Research Findings: This study aimed to evaluate the sustainability of the public benefit preschool education service system (PPESS) in China from the perspective of preschool education administrators, principals, and teachers using a newly developed and validated instrument, the "Public-benefit Preschool Education Service System Rating Scale (PPESS-RS)." Altogether, 349 administrators, 255 principals, and 1,118 teachers from the PPESS were randomly surveyed nationwide. First, analysis of the psychometric properties revealed that "PPESS-RS" is a reliable and valid scale with five constructs: "Policymaking," "investment," "kindergarten supply," "kindergarten management," and "caring for the vulnerable." Second, empirical evidence shows that the sustainability of the PPESS is positively evaluated by stakeholders, especially in "kindergarten management" and "policymaking." However, problems persist in terms of "investment," "kindergarten supply," and "caring for the vulnerable." Third, analysis of variance revealed significant differences among geographical regions, urbanicity, and kindergarten types. Practice and Policy: The findings demonstrate that the central and local governments in China need to increase financial investment and improve the investment structure in preschool education, and educational authorities should increase their support for kindergartens in disadvantaged areas to address the disparities in preschool education between urban and rural areas and among different types of kindergartens.