The Chinese implementation of the second child policy has resulted in a dramatic need for infant and toddler early care programs, yet little research exists to guide how to weigh quality options. This study utilizes an internationally validated assessment instrument—Infant and Toddler Environment Rating Scale-Revised—to explore program quality in 79 Chinese early care classrooms. Three profiles emerged to reflect the variation in quality observed. Further, teacher and classroom characteristics were explored to understand differences in observed quality. Results indicated that child-to-teacher ratio, class size, certification, teacher salary and school property successfully differentiated the three profiles, while teachers' years of teaching, degree and time allocated for free play did not. Findings are discussed in light of previous literature and the Chinese sociocultural context.