Literature on infant-toddlers daycare centers showed that the quality of the physical environment affects the quality of young children’s social behaviors and cognitive performances, and the adults’ (teachers and parents) behaviors in the center as well. Does the relationship between the physical environment and the other components of the educational quality emerge also in the parents’ evaluations of the centers attended by their child? We investigated this issue by asking parents to express judgments on the different aspects of the center, with regard to the experience made by both their child and themselves, and their overall satisfaction; 2372 questionnaires were filled in by parents in 71 infant-toddler daycare center in Rome. A Principal component analysis on parents’ evaluations yielded a six-factor solution explaining about 55% of the total variance, and the dimensions “Care behaviours of teachers”, “Children’s troubles and discomforts”, “Parents’ discomforts”, “Environmental quality”, “Parents’ participation”, and “Children development and learning” emerged. Two separate regressions analyses were performed in order to get the best predictors of the overall satisfaction in children and parents’ experience: the factors “Children development and learning” and “Parent’s participation” emerged as the best predictors of satisfaction in children and parents’ experience, respectively. In both regression analyses, the factor “Environmental quality” showed to be a significant predictor of the overall satisfaction. Then we explored the influence of the perceived quality of the environment on the evaluation of children and parents’ experiences in the center through a set of ANOVA. With reference to the parents’ evaluation of children’s experience, a higher level of perceived environmental quality showed a positive influence on the evaluation of “Care behaviors of teachers” and “Children development and learning”. With reference to the parents’ evaluation of their own experience, a higher level of perceived environmental quality increases the evaluation of “Parents’ participation” and reduces “Parents’ discomforts”. Findings show that also parents perceive the relationship between the quality of the physical environment and the quality of the children’s experience in an educational center. On the whole, the role of environmental factors for the quality of children’s experience was confirmed. Implications for early childhood education will be discussed.