The overall goal of the Pre-school (Early Childhood Education Development) investment programme is to enhance access, equity and quality of education for all Kenyan children aged 3-5 years, especially the most vulnerable living in ASALs, urban slums and pockets of poverty. The importance of Preschool Education includes development of mental functions of children in areas such as language, motor skills, psychosocial, cognitive and learning. This study was designed to evaluate the effect of learning resources in public pre- schools pupil enrolment in Kenya. The study target population was 45 Head teachers, 91 Teachers and one DICECE Programme officer. Simple random sampling, stratified and purposive sampling technique were used in choosing the sample size in Eldoret East Sub-County, Kenya. The data of the study was collected using questionnaires and checklist. The obtained data was analyzed using thematic approach, Pearson’s Product Moment Correlation and Simple linear regression. The findings indicate that there is a positive and significant relationship between learning resources and pupil enrolment level this implies that with every unit increase in physical infrastructure there is increase in the enrolment level. It is recommends that the ministry of education should establish community related factors and psychosocial factors across the pre-school education sector. It is hoped that the findings of this study will be of great importance to policy makers on understanding the best strategies that will promote efficacies in the administration of Pre-School Education.