To date, there is little evidence regarding how well children from socially and educationally disadvantaged families succeed in interacting with other children and teachers in preschools. This paper aims to address this limitation by analysing the relationships between the quality of children's interactions in preschools and indicators of socio-cultural disparities, e.g. migrational and educational background. The data used in this research is based on 241 children at the age of 3-4 years in preschools in Germany. Children's individual interaction quality was measured using the standardised observational instrument Individualised Classroom Assessment Scoring System. Background characteristics of the observed children are available through interviews with parents (e.g. socio-economic status of the family, home learning environment of the children). Only small disparities in the quality of the children's interactions were found. Based on these findings, implications for research and educational practice are discussed.