How effective is the implementation and management of the Early Childhood Development Program in the Division of Iloilo City needed to be ascertained. This study investigated possible associations among implementers' attitudes and practices on the extent of implementation and level of management of the ECD program. Furthermore, the study also investigated how certain personal factors influence the implementers' attitudes and perceptions on ECDP implementation and management. The study was conducted on August to September of school year 2005-2006. Respondents of the study were the 40 randomly selected principals and their respective 200 Grade I teachers of Iloilo City. Data needed for the investigation were gathered through the used of two researcher-made instruments: the Attitudinaire and the New Early Childhood Development Program (ECDP) Questionnaire. The instruments underwent jury validation and pilot testing among 45 Grade 1 teachers in the Division of Iloilo to ascertained their reliability and validity. This descriptive-survey study utilized the raw scores, means, assigned scale, and standard deviations as the descriptive statistical tools,and the t-test, ANOVA, and Pearson r, set at 0.05 significance level for two-tailed tests as the inferential statistics. Findings showed that the implementers of the ECDP in the Division of Iloilo City had a highly positive attitude towards the program. Implementers in the central schools had significantly higher level of attitude towards ECDP than those in non central schools. No significant differences existed in the attitudes towards ECDP among the implementers classified according to positions, age, educational background, civil status, length of service, length of teaching experiences, length of teaching experience in Grade I, length of administrative experiences, professional development and equipment provision. The ECDP had only been partially implemented in the Division of Iloilo City based on the perceptions of the implementers except those implementers with medium length of administrative experience and those implementers in well-equipped schools who believed ECDP was fully implemented. Implementers with medium length of teaching experience (10 to 19 years), those with medium length of teaching experience in Grade 1 (10 to 19 years), and those with EDCP training significantly differed in their perceptions of the extent of implementation. No significant differences were found on the perceptions of the extent of implementations when implementers were classified according to position, age, educational background, civil status, and length of service. On the other hand, the ECDP was very well managed based on the perceptions of the implementers except those who have long experience in Grade one who believe otherwise. Implementers with medium length of service and those with medium length of teaching experience had also higher perception of the level of management of ECDP. No significant differences were observed on the perceptions of the level of management of implementers when classified as to position, educational background, civil status, length of administrative experience, and professional development. Significantly high positive correlations were found between implementations and management as perceived by the implementers as well as between attitudes and management. Significantly substantial and positive correlations were found between attitude and implementation.