Background/purpose: Preschool education in Vietnam plays a critical role in fostering the development of children aged 3 months to 6 years. Enhancing teacher quality is essential to achieving educational goals, yet early childhood educators face significant challenges in professional skill development. This study examines the implementation of teacher development activities in the Mekong Delta region. Materials/methods: A mixed-methods approach was employed, collecting quantitative data from 552 participants (50 administrators and 502 teachers) and qualitative insights through open-ended questions. Results: Most institutions have structured plans for teacher development, with 81.2% assessing workforce needs and 91.8% establishing clear goals. Training participation is high, with 84.1% engaged in professional title courses and 73.9% in child-centered program development. Teachers favor courses on new programs, STEAM, and life skills education. Performance evaluations were generally positive, though teachers rated themselves higher (M = 4.09) than management (M = 3.36). Facility availability varied, with discrepancies between teacher and management perceptions. Policies remain inadequate, with only 10% finding salary support sufficient, underscoring the need for improved compensation. Conclusion: Strengthening teacher capacity, refining evaluation methods, and improving salary policies are key to advancing early childhood education. Addressing these areas can drive continuous improvement, transform teaching quality, and enhance educational outcomes in Vietnam.