The goal of the present study was to explore the moderating role of teacher-child relationships in the relation between shyness and socio-emotional adjustment in early elementary school. Participants were n = 169 grade 1 children (M[subscript age] = 76.93 mos, SD = 3.86). Shortly after the start of the school year (September), parents completed an assessment of their child's shyness. In January/February teachers completed the "Student-Teacher Relationship Scale" (STRS; Pianta, 2001). At the end of the school year (May/June), child adjustment was assessed by both child and teacher reports. Among the results, shyness and negative teacher-child relationships (i.e., dependent, conflictual) were related to socio-emotional difficulties, whereas close teacher-child relationships were associated with indices of positive adjustment. However, several interaction effects were also observed, with teacher-child relationships moderating the relations between shyness and adjustment. The pattern of results suggested a potential protective role for teacher-child relationships in shy children's adjustment. Results are discussed in terms of the contributions of teachers to young shy children's school adjustment. (Contains 1 note, 3 tables, and 2 figures.)