In this commentary, Ahnert addresses the Beckh and Becker-Stoll's (2016) paper that characterized positive teacher-child relationships through high levels of closeness and low levels of conflict. Once teacher-child relationships are positively established, the children benefit the most in developmental domains which are considered typically weak [for boys (i.e., social emotional skills) and for migrant children (i.e., language skills)]. Ahnert states that these results are very timely and go far beyond current research, which revealed successful child outcomes through close teacher-child relationships only in general, and not as straightforward and meaningful. Beckh and Becker-Stoll stress that sensitivity in teacher-child interaction processes serve as the central vehicle by which teachers' relationships to the children emerges and can be improved. Ahnert next focuses on the difficulty some teachers might have forming relationships with migrant children as they might lack a common cultural background, which in turn makes it difficult to establish a shared understanding during interactions. Therefore, Beckh and Becker-Stoll plead to focus on teachers' Inner Working Models and suggested interventions that are able to reorganise these mental representations by which teachers' sensitivity to the children will be reshaped. [For ""Formations of Attachment Relationships towards Teachers Lead to Conclusions for Public Child Care," see EJ1142033.]