Recent research has provided mixed evidence on the promise of classroom-based interventions for supporting young children’s development of executive functions (EF). To advance intervention efforts, it is necessary to identify specific types of interactions that might support the development of EF in early childhood. Through a correlational design, this study explores the relationship between higher-level, teacher-child interaction in Head Start classrooms and children’s EF. Higher-level interaction was measured using both global and fine-grained approaches. Children completed task-based assessments targeting individual components of EF at the beginning and end of a preschool year. (author abstract)