Research suggests that there is an existing disparity among children starting compulsory education, many of whom struggle to meet its demands. This study explores the perceptions of parents of Grade One children in public schools in Oman on school readiness, addressing a context of a diverse early childhood education landscape, where access is predominantly private. A survey design using questionnaires is employed to explore school-readiness conceptualisation, influencing factors, challenges encountered, and the impact of early childhood education (ECE). The findings suggest that school readiness is a complex and multifaceted concept shaped by the interplay of various stakeholders in the research context. They emphasise the significance not only of ready children but also of ready parents, teachers and schools in shaping readiness. Additionally, the research stresses the importance of children starting compulsory education equipped with academic proficiency and familiarity with the schooling system. This indicates a pedagogical shift towards an academic-centric stance and the educationalisation of ECE in Oman, reflecting global trends. However, despite these expectations, this research suggests that children continue to face readiness challenges, including gaps in academic knowledge, school adjustment issues, and limited social skills. ECE emerges as a crucial factor in supporting school readiness, shaping academic knowledge, facilitating smooth transitions, and nurturing social-emotional well-being, despite the persistent disparities. Addressing these disparities necessitates ensuring equitable access to high quality ECE and addressing the multifaceted socioeconomic, cultural, and resource-related barriers to readiness.