The affective qualities of teacher-child relationships were examined by observing 20 pre-service teachers' (PST) interactions with kindergarten and first-grade students identified as either "naturally" or "ethically" cared for. Videotaped mathematics and science lessons were coded by the PST and an independent rater. Written surveys identified PST's opinions on their equitable treatment of children and the caring practices they adopted. Strategies for building trust and relationships were identified by the PST but ethically cared for children were asked fewer questions, received fewer smiles and praise than their naturally cared for peers. Discrepancies in inter-rater agreement suggest that PST see themselves as more effective in reaching both natural and ethically cared for children than they actually are. The findings are discussed with reference to future research.