Over the past decade, debates on the quality of early childhood services in Germany have focussed on four interrelated issues: access, programme quality, staff training, and evaluation procedures. Each of these four strands is presented and discussed in terms of the controversies and chances accompanying professional and public discourse. Currently, the aftermath of the first round of evidence from the OECD-PISA study is acting as a catalyst in terms of re-conceptualizing early childhood education. For the first time in any significant way since the 1970s, the educational potential of early childhood centres is being debated with a new vigour. The quality debate is thus undergoing a marked shift in emphasis. The paper ends with considerations of some of the challenges that this change of focus implies. (Contains 3 tables.)