This study aimed to determine the degree of availability of comprehensive quality standards (objectives, content, management, the role of academic supervisors, the role of the kindergarten headmistress, the role of cooperative teachers, the assessment of the practicum) for improvement the practicum training of the Kindergarten program in Saudi Arabia, and the statistically significant differences in the degree of availability among these standards according to geographic location, cultural, social, environmental factors and GPA (grade point average). The study adopted the interpretive analysis to collect data through questionnaire with seven (7) criteria and detailed aspect for each criterion. The respondents were chosen forty-eight (48) students in the eight (8th) level of the Kindergarten program. The respondents' gathered data were tabulated and computed by the statistical means that were classified into three levels; high, moderate and low, and to identify the differences of students' average responses, face validity, Cronbach alpha reliability coefficient and ANOVA one-way analysis of variance were used. An analysis of students' open answers was also conducted. Results revealed the program's strengths and weaknesses. There were no statistically significant differences in the degree of availability among the comprehensive quality standards according to location, cultural, social, environmental factors and GPA. In light of the analysis results, we recommended reconsidering the different aspects of the current practicum training to meet the requirements of the specified comprehensive quality standards.