Every early and preschool education institution has its own specific culture. In accordance with the (co)constructivist understanding of upbringing and education, we define the culture of an early and preschool education institution as the achievement of an organized community, recognizable in the shared basic settings and beliefs of educators, principals, professional associates, administrative and support staff and parents, which are characteristic for the operation of educational institution, and is identified by mutual relationships among people, their collaboration, management of the institution, organizational and physical environment, and the degree of focus on continuous learning and research of educational practice for the purpose of its improvement (Vujičić, 2011). Therefore, the goal of the research was to examine the correlation between the selected culture dimensions of early and preschool education institution (educator's educational paradigm, educational practice, interpersonal relations in the institution, professional development, structural dimensions) and their relationship with the selected individual (educator's education level, length of service and educatior's assessment of self-efficacy) and contextual variables variables (size of kindergarten, group size, type of educational group according to the age of the children, compatibility of the group size and prescribed normatives). To examine the culture of an early and preschool education institution, the Questionnaire for assessing the culture of an early and preschool education institution was used, composed of scales that measure selected dimensions of the institutional culture: 1. Educator's Educational Paradigm Scale; 2. ORA Contemporary Educational Practice Scale; 3. Scale of Spatial and Material Environment; 4. Time Organization Scale; 5. Scale of Relationships in the Institution; 6. Scale of Professional Pevelopment of Educators; 7. ORA Educator's Self-Efficacy Scale. The research was conducted on a stratified sample of educators (N=563) employed in kindergartens (whose founders are local and regional administration units or selfgovernments) in 4 selected counties (City of Zagreb, Osijek-Baranja County, PrimorjeGorski Kotar County and Split-Dalmatia County), using the online survey method. When it comes to educators' evaluations of selected dimensions of the institutional culture, the results showed that the educators to a very high extent adhere to the modern image of the child and the modern understanding of learning and teaching, so we conclude that they adhere to the modern educational paradigm to a very high extent. Furthermore, the surveyed educators rate very highly the modernity of their own child-centered educational practice, and they rate their own self-efficacy in their daily educational work with children quite highly. The quality of interpersonal relationships in the institution at two levels (relationships between educators and relationships between educators and principal/professional associates) surveyed educators assessed as average. They estimate the frequency of involvement of the educational staff of their kindergarten in modern (transformational) modalities of professional development as average. The organization of the space and the offer of educational materials in the kindergarten are evaluated as average in accordance with the modern principles of creating a stimulating spatial and material environment of the kindergarten in terms of its openness, flexibility and focus on encouraging social interactions between children and educators. Correlation analyzes confirmed the hypothesis about the interrelationship of different dimensions of the culture of an early and preschool education institution, indicating that, in contrast to the assumed moderate to high correlations, low to moderate correlations were obtained among the examined dimensions of the institution's culture.Of all the examined dimensions of the culture of the early and preschool education institution as a moderator of the relationship between the educator's contemporary educational paradigm and contemporary educational practice, only the educator's professional development proved to be a significant moderator of the aforementioned relationship. The paper tried to show that a quantitative approach in researching the culture of an educational institution can provide an insight into the relationship between individual dimensions of the institutional culture as a basis for a qualitative understanding of its various dimensions, as well as create effective proposals in the field of educational practice, science and education policy, for its continuous research and improvement.