The need to support children develop the capacities required for the twenty-first century is inseparably linked to the provision of twenty-first-century learning environments. Exploring ECEC teachers' (N = 34) assessment of their classroom's physical environment, the present study aimed at exploring whether the physical environment of Cypriot preschool settings is a twenty-first-century learning environment and if it supports children's needs and the development of the twenty-first-century skills. Results indicate that the overall quality of the physical environment is medium and that it rather follows a traditional organization which is not in line with the recommendations about the twenty-first-century environment. More precisely, the study revealed that children are not supported to develop a sense of belonging and their needs for privacy, complexity and agency are not met. Research data highlight the need for further research and policy initiatives to be undertaken.