This study investigates the influence of an institute accreditation upon its quality of child care service and teachers' perception of efficacy by a survey on child care centers with already accredited, child care centers with accreditation in progress, and child care centers without accreditation, respectively. To this end, questionnaires are sent by mail to randomly selected 3,500 child care centers nationwide. Total of 732 answers came back, of which 499 teachers belong to institutes with accreditation and 233 teachers are with institutes without accreditation. The survey data was analyzed using Chi-square test, one-way ANOVA, t-test, and multiple regression analysis. The results show that the quality of activity area and study materials in institutes with accreditation or accreditation in progress are superior to those in institutes without accreditation, and the same trend observed in the quality of child care such as awareness and execution of standardized child care curriculums, pertinence in planning and operation of child care curriculums, indoor/outdoor activities, and teacher participation. And higher scores are observed in interactions among teachers, children, and their families in accredited child care institutes. The same trend are found in terms of teachers’ sense of efficacy.