The early and preschool period of children’s development is the most intensive and complex period due to the largest number of short- and long-term effects with the simultaneous greatest vulnerability and capacities for development and recovery, which represents a challenge for the quality of its educational context. A child’s well-being and development directly depends on the intentional effects of the environment—educational action. It is crucial that every teacher is adequately trained for their profession, what is the responsibility of creators of initial education within higher education programs. In the light of a series of very rapid and different changes that we face every day, as a result of which contemporary childhood changes its framework and characteristics, and thus its needs, the question arises whether we are efficient enough in timely adjusting of teachers’ competences to the needs of children in today’s world. Are we fast enough maintaining high quality? This question will be possibly answered by a systematic presentation of several Croatian project studies, which include contemporary theoretical and empirical discourses on different sets of teacher competencies in the areas of: well-being & mental health competencies; overall psychological competencies; situational specific competencies as transition competencies; research competencies and competencies for inclusive education. These areas represent some of the main aspects of sustainable early and preschool care and education, same as sustainable childhood, so this chapter will address some major issues which are relevant worldwide.