The field of international development has recently been consumed by a shift in contemporary educational discourse, one that moves Early Childhood Care and Education (ECCE) closer to the forefront of what is considered progressive policy formation. In Zambia, the current educational environment seems to indicate that the creation and continued development of ECCE programming may be premature and potentially damaging to an already tenuous primary school education system. This article aims to interrogate the call for ECCE programs in Zambia, using evidence from the existing situation in primary schools in the country as the basis, drawing on qualitative interviews conducted with 48 primary school teachers and headmasters. The authors, considering the implications of the current educational situation, question the unrestrained promotion of ECCE in Zambia, which has the potential to siphon funds from glaring needs already in existence within the educational system.