Children’s early classroom experiences, particularly their interpersonal interactions with teachers, have implications for their academic achievement and classroom behavior. Teacher–child relationships and classroom interactions are both important aspects of children’s early classroom experiences, but they are not typically considered together in studies of early childhood classrooms. The bioecological model suggests that both uniquely impact children’s development. The objective of this study was to examine the joint impact of individual teacher–child relationships reported by the teacher and observed classroom interactions to identify associations between these and children’s outcomes. (author abstract)