Leadership competencies in early childhood (EC) education present an intricate policy and practice landscape. This article provides insights into these complexities and shares a novel survey evaluation tool that can be used in services for identifying leadership competencies and gaps for ongoing professional development. The research employed a two-phase approach involving thematic analysis of governing documents and focus group interview data. This resulted in the development of five core domains of leadership competencies represented throughout a survey tool. The subsequent validation of the survey revealed both self-identified roles and demonstrated competencies among educators in Western Australian EC services. The article sheds light on discrepancies between perceived and observed leadership, suggesting the need for tailored professional development and succession planning. Insights into these dynamics contribute to a deeper understanding of effective leadership practices, offering a foundation for ongoing discourse and continual enhancement of leadership competencies in the context of EC education.