This study examined relations between closeness and conflict in the teacher-child relationship in preschool and children's problem behaviors, social skills, and executive function (EF) in kindergarten, and examined if these relations are moderated by parental education. The study also explored associations between teacher-child closeness and conflict and the subscales of children's problem behaviors and social skills. The sample consisted of 126 preschool children (M = 56.70 months, SD = 3.89). Regression analyses revealed that teacher-child conflict was related to poorer social skills in children (β = −0.24, p = .020), specifically lower assertion (β = −0.21, p = .044) and lower engagement (β = −0.28, p = .002). Additionally, as conflict in the teacher-child relationship increased, EF decreased for children whose parents have a lower level of education, less than a college degree (β = 0.46, p = .035). Implications for future research are discussed. (author abstract)