Parent–teacher relationships are an important but understudied aspect of children’s preschool experience. One important gap is understanding how parent–teacher relationships influence aspects related to school readiness, such as child self-regulation. Understanding this relationship can help highlight areas of intervention that can improve educational experience for children and improve school readiness. Leveraging a sample of Latino and Black preschoolers, the current study will explore the relationship between parent–teacher relationships and self-regulation (as reported by both parents and teachers) through regression and moderation models that adjusted for clustering at the classroom-level. Results indicate that despite incongruence in teacher and parent reports of child self-regulation, both parents’ and teachers’ reports of the-student–teacher relationship predicted their perceptions of child self-regulation. Although cell sizes were small, race moderated the relationship between teacher-reported child self-regulation and teacher-reported parent–teacher relationship, where higher-quality parent–teacher relationships were related to lower perceived problems in self-regulation for Black children but not Latino children. The findings in this study highlight the differences in teacher and parent perceptions of the parent–teacher relationship and self-regulation for Black and Latino preschoolers. Each finding will be described in detail with an eye towards implications, intervention, and replication with larger samples. (author abstract)