The purpose of this conceptual article is to extend prior critiques of quality to critically examine intersections of racism and ableism in the definitions, measurements, and enactments of quality early childhood teaching and learning. We bring disability critical race theory (DisCrit; Annamma et al., 2013) into conversation with literature on quality in early childhood to examine how traditional notions of early childhood quality position and affect multiply-marginalized children, families, and teachers. We emphasize how dominant notions of early childhood quality are reinforced and can be disrupted in teacher preparation. (author abstract)