This study investigates the politics of quality of preschool education in the Indian government’s Integrated Child Development Services (ICDS) scheme from the perspective of female childcare workers. In recognition of the importance of preschool education internationally in the twenty-first century, the government of India approved the early childhood care and education (ECCE) policy in 2013. This policy includes the National Curriculum Framework and Quality Standards for ECCE. As a result, female ICDS childcare workers are required to provide standardized content for preschool education through the ECCE handbook distributed by the Department of Women and Children Development. However, my fieldwork conducted in a Delhi slum during the period from 2014 to 2018 revealed that they did not follow this handbook completely, and instead redefined the meaning of “good” quality of ECCE according to their supervisor, such as the Child Development Officer. This was because the supervisor began to audit educational content rigidly after the implementation of the ECCE handbook guidelines. For instance, the supervisor would send messages and pictures of better-quality educational environments in a playroom to the childcare workers via Social Network Services, to urge them to improve their ICDS center’s educational content and environment. Further, the supervisor would visit the ICDS center without notice for a rigorous inspection of the content. This presentation clarifies how childcare workers conceive and redefine “good education” in the face of rigid supervision, focusing on the interaction between childcare workers and their supervisors.