This paper critically reviews England's National Professional Qualification of Early Years Leadership (NPQEYL) and Sweden's National Principal Training Program (NPTP). The design and implementation of these programs are critiqued considering the process of professional learning, with view of offering recommendations for future policies on professionalisation through leadership professional learning. The study compares the professional development using a simple multiple case study design. Analysis of sources highlight common themes of leadership, curriculum, agency, and professionalism. These are discussed in relation to how such programs may contribute to the early years sector, leading to recommendations to inform future professional learning opportunities.