This article describes the regional impetus to early childhood curriculum development in Caribbean Community (CARICOM) countries and discusses its prospects for effective implementation. The historical context in which pre-school education has evolved is outlined. Regional research evidence for the enrichment of early childhood experience and for the priorities for improvement of learning environments for young children is cited. The challenge to build capacity at national level to develop and implement curriculum reform is described in the context of the policy steps taken to create an enabling environment through a regional consensus on Caribbean early learning goals and outcomes. Questions are raised about how effective curriculum reform can be in contexts in which it is not as yet supported by the attainment of other national development goals. The authors argue that the enabling environment has to be strengthened and priority needs to be given to the establishment of regulatory frameworks and mass teacher education. (Contains 1 table, 2 figures, and 6 notes.)