This study evaluated the implementation of the pre-primary school components of the Nigerian National Policy on Education in Kwara Central. The research focused on assessing the quality of the members of staff and the instructional and learning resources used in teaching at the pre-primary level. A descriptive survey research design was adopted, targeting teachers from both public and private pre-primary schools in Kwara Central Senatorial District, which consists of four local government areas: Asa, Ilorin South, Ilorin East, and Ilorin West. Using a random sampling technique, two pre-primary schools were selected from each local government, resulting in a total of eight schools. From each school, ten teachers, including the head teacher, were selected, making a total of 80 respondents for the study. Data were collected using a researcher-designed questionnaire, the Preprimary School Policy Components Implementation Scale (PSPCIS). The findings revealed that the quality of staff in Kwara Central is high, with well-trained and competent teachers, and the quality of instructional and learning resources in preprimary schools is also commendable. These findings indicate that the implementation of the pre-primary school components of the national policy is effective in Kwara Central. The study recommends that; continuous professional development programs should be implemented; there is need for regular assessment as well as creation of platforms for collaboration among pre-primary educators