Based on an analysis of training objectives, content, instructional organization methods, and assessment of learning outcomes, and considering the application of a quality management cycle of planning, implementation, checking, and improvement, this study addresses a research gap in the management of preschool teacher education at the university level by adopting a systematic, control-oriented, and improvement-focused approach tailored to the specific context of Ho Chi Minh City. The study uses a combination of literature review and quantitative survey, with purposive sampling of 315 participants. Data are analyzed using descriptive statistics and correlation analysis. The findings indicate that both training activities and their management are rated at “moderate to fairly good” levels. Notably, components related to implementation and evaluation are rated higher, whereas adjustment and improvement activities remain limited. Based on these findings, the study proposes four measures to address existing bottlenecks and enhance the quality of preschool teacher education.
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