The main purpose of this study was to examine the roles played by parents and KG teachers inrnequipping children with early learning skills. In this regard, the researcher employed a mixed-rnmethods design. A total of 408 systematically selected parents responded to the questionnairesrnon a range of ECCE related issues, 104 randomly selected upper KG children were involved inrnearly skills testing activities, and also 45 KG teachers participated in the study. Selected parentsrnand teachers involved in a semi-structured interview and FGD sessions. The data were analyzedrnemploying qualitative, descriptive, and advanced inferential statistical techniques, such asrnMANOVA and Hierarchical Regression. The involvement of parents in guiding children tornachieve basic learning skills was negligible to mention. They did not genuinely understand therndevelopmental outcomes of enriching the home environment with educational resources. KGsrnemploy teachers from any pool available. It was vividly assured that the employees hadrnprofessional and pedagogical skill gaps in meeting children's developmental needs andrncognizance of contemporary theories and perspectives that help them guide the overall learningrnprocesses in the KGs. Children did not perform as expected on both early skill testsrnadministered, but the worst outcome was observed in the numeracy domains. The culture ofrnusing local or indigenous resources for educational purposes was not evident in the KGs andrnhome environment. The study result showed that the attitude of parents towards mathematicsrnfound to be a strong predictor of both early literacy and numeracy skills development amongrnchildren. Furthermore, the educational level attained by parents found to predict the earlyrnnumeracy skills development of kindergarteners. Finally, the interaction among variablesrnrevealed statistically significant results than their independent contributions. Based on the studyrnresults, conclusions and recommendations were made