Literature suggests that teachers are more likely to have conflictual relationship with children from racially/ethnically diverse background in comparison to white children. One may argue that children from racially/ethnically diverse background may be at disadvantage because the teacher-child relationship in early childhood is a significant predictor of later school achievement. This study examined the intertwined relations between child behavior, teacher behavior, and teacher-child interaction to understand how these variables interact and shape the quality of the teacher-child relationships. The aim was to understand whether teacher-child race match matters to the quality of teacher-child relationships. Four culturally and linguistically diverse Head Start classrooms including 41 children and eight female teachers participated in the study. The observational data and teacher ratings of child social-emotional competence were collected. Findings suggested that race does play a role in the process of building teacher-child relationships. The implications for practice and limitation are also discussed. (Contains 3 tables and 2 figures.)