The article presents a conceptual argument for a distributed leadership, which early educational leaders can apply in order to increase the quality of their program. Distributed leadership can impact quality in three ways. First, through distributed leadership, organizational problems can be effectively and efficiently addressed. Second, distributed leadership involves all stakeholders at different levels directly in daily organizational processes, leading to increased alignment, placing a vision for high quality within grasp. Third, educators are empowered in their daily work leading to reduced turnover and increased motivation and engagement, resulting in a team of educators that are better prepared to offer a high quality program. Though this article supports a distributed leadership model for increasing quality in early years settings, it concludes with recognizing specific limitations and challenges. This article is written from the perspective of a Registered Early Childhood Educator (RECE) that currently holds a pedagogical leadership role in Ontario, Canada. (author abstract)