Stakeholder empowerment is critical to the successful implementation of educational programmes. Empowered stakeholders may get actively involved in the activities of the projects, may be more willing to support decisions that may support the goals and objectives and are more likely to provide creative and innovative solutions to programme implementation challenges. Moreover, stakeholders who feel empowered may be more inclined to support both short and long term strategies of the programme. The context of early years’ education programmes require more empowered stakeholders capable of making decisions on the resource needs of early years’ education programmes, but have the capacity to creatively innovate and provide long term strategic thinking and networking for mobilizing teaching and learning resources for the early years’ education programmes. The involvement and participation of empowered stakeholders is critically required in early years’ education programmes to address the challenges of teaching and learning resources for science activities in early years’ education programmes. While empirical studies suggest a relationship between stakeholder empowerment and mobilization of resources, few studies have examined the influence of stakeholder empowerment on implementation of science activities in early years’ education programmes in Kisumu East Sub-County, Kenya. The study adopted cross-sectional design. The target population for the study was 1227respondents, composed of County Executive committee members, County Chief Officers, Departmental directors, Project management committee members, Sub-County Administrators, Ward administrators, EYE coordinators and EYE instructors. Simple stratified random sampling was used. Using Krecjie and Morgan table of sample estimation, a sample size of 297 was found to be sufficient for the study. Descriptive and inferential data were analysed using SPSS computer package version 21. Descriptive statistics included frequencies, percentages, means and standard deviations. Inferential statistics included correlation and regression analyses. Pearson correlation(r) and coefficients of determination (R2), were computed to assess the association between stakeholder empowerment and resources mobilization for science activities in early years’ education programme. There was significant positive association between stakeholder empowerment and resources mobilization for science activities in early years’ education programme (r=0.462 P<0.01). The study recommends that the county governments in Kenya should strengthen stakeholder empowerment strategies in their early years’ education programmes to ensure sustainable resources for early years’ science activities. It is also recommended that stakeholder empowerment strategies should be integrated in the design and implementation of the early years’ education programmes in devolved early years’ education programme in Kenya.