Early childhood services in Australia that receive a 'Working Towards' quality rating are expected to engage in continuous quality improvement. This qualitative study investigated this expectation by exploring the experiences of educators in Working Towards services. The study implemented a social constructivist research design and involved interviews with educators from three Working Towards rated services. Data analysis sought to establish participants' understanding of the National Quality Standard and their own provision of quality, and what factors within their service facilitated and limited this provision. Findings highlight educators' varying understandings and interpretations of the National Quality Standard, and perceived barriers to quality improvement from both within and without their centres. The study contributes to the limited literature surrounding the experiences of educators in Working Towards services and poses implications for future policy and research.