This study focused on aligning the Bachelor of Early Childhood Education Curriculum Components per PPST to come up a teacher quality framework for ECE pre-service teachers in the Philippines. Using unpacking of beginning teachers' indicators (BTIs) in PPST and content analysis, distinct competencies were ascertained. A total of eight participants were commissioned as panel of experts to unpack the BTI"s in the PPST. Based on the result of the study, thirteen distinct competencies were identified to be included in the teacher quality framework, namely: a) demonstrate learnedness the content of ECE specifically the holistic development and learning of the children, b) apply teaching strategies that are developmental and play-based in all learning areas to include ICT and mother tongue to facilitate the teaching-learning of the children, c) develop skills in networking and collaboration with relevant stakeholders to improve learning programs practices, d)inculcate the value of respect in diversity in school and whole community, e) display pride and commitment on professional ethics, f) display pride and commitment as early childhood educators, g) set-up a nurturing and inclusive learning environment for children, h) design conducive environment for learning and development, i) implement differentiated and developmentally appropriate practice for diverse children, j) prepare responsive ECE learning programs, k) address learning goals and outcomes by applying systematic use of appropriate assessment tools and methods, l) able to work collaboratively to improve teaching practice, and m) demonstrate understanding on systematic use of appropriate assessment tools and methods. Hence, the teacher quality framework designed for ECE pre-service teachers may be put-upon as practical guide for the Teacher Education Institutions in order to prepare their graduates the beginning competencies needed when they are employed in the field. [For the full proceedings, see ED626375.]