We investigated barriers to and facilitators of effective teacher-child interactions in voluntary pre-kindergarten programs in child care settings. An effective teacher-child interaction enables both teachers and children to actively engage in solving the problems they confront in their daily lives. The effective teacher-child interaction relies on their mutual respect rather than teachers' dominant positions, and enables both teachers and children to make an effort to find the best way to change the status quo through critical thinking. However, several factors that impede effective teacher-child interactions in voluntary pre-kindergarten programs in child care settings allow children few opportunities to solve their own problems and articulate their own needs by preventing teachers from effectively interacting with children. Thus, by investigating barriers to and facilitators of effective teacher-child interactions in voluntary pre-kindergarten programs in child care settings, this qualitative research project ultimately aims to find ways to empower both teachers and children through effective teacher-child interactions. Based on the theoretical orientation of critical theory and postmodernism, interviews and observations of three teachers were used in Florida's voluntary pre-kindergarten (VPK) program in child care settings, and the data were analyzed using Gee's (2005) method of discourse analysis. The interviews were conducted in the teachers' workplaces, and the observations focused on the teachers' behavior and speech in their classrooms during whole-group, free-play, and meal time. According to the steps of discourse analysis, the interview data were organized into "stanzas," several story lines were made, and then a number of building tasks were established. The results of data analysis demonstrate that the unique characteristics of the VPK program impede the three teachers' most effective interactions with children, even though they are aware of the importance of their one-on-one interactions with children. The findings of the study show several barriers to and facilitators of effective teacher-child interactions, as defined from a critical perspective, in voluntary pre-kindergarten programs in child care settings. This study includes a number of strategies to enhance the internal validity, reliability, generalizability, and trustworthiness of the study, including "member checks." In particular, my subjectivity statement shows why I am interested in this qualitative research project as well as why I believe that this study is important. By clarifying my assumptions and worldview based on my personal experiences, this subjectivity statement contributes to increasing the internal validity of this study. However, this study demonstrates several limitations resulting from the fact that the data were collected over a short period of time. Some recommendations for further research are suggested in order to address these limitations as well as to lead further research to focus on improving educational practice. As a first attempt to investigate the nature of teacher-child interactions in voluntary pre-kindergarten programs in child care settings by using the theoretical orientation of critical theory and postmodernism, this qualitative research project offers some helpful suggestions to interested practitioners, including teachers, policy makers, and researchers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]