This exploratory study examined the nature of the relationships between two preschool teachers and four of the children in their care. Of particular interest was the influence of primary attachment models or mental representations of each individual, on the interactions between teachers and children. Data on the teacher-child interactions were gathered through classroom observations and in depth interviews. Parents of the children were interviewed to obtain information on the children's primary attachment models. Findings support the conclusion that early attachment models were influential in defining current teacher-child relationships. These findings have implications for the training of teachers and for further research. / Ph. D.