Background: Early childhood teachers' child-centered beliefs, defined as teachers' attitudes about how children learn, have been associated with teachers' developmentally appropriate practices and positive child outcomes. The predictors of teachers' child-centered beliefs, however, are less frequently explored. Objective: This study tested whether teachers' perceived work climate in child-care programs is associated with their child-centered beliefs, mediated by their job-related well-being. Methods: The sample consisted of 522 preschool teachers (16% Head Start, and 25% nationally accredited programs). Path analysis was conducted to test the direct and indirect associations between teachers' perceived work climate (i.e., collegiality and influence), job-related well-being (i.e., satisfaction and stress), and child-centered beliefs. Results: The results of the path analysis showed that teachers' perceived collegiality and influence had positive associations with job-related satisfaction, which in turn was positively associated with child-centered beliefs. On the other hand, teachers' influence in the program was negatively associated with job-related stress, which was in turn, positively associated with child-centered beliefs. Test of mediation using bootstrapping technique showed significant mediation effects. Conclusions: Work climate in child-care programs has important implications for teachers' child-centered beliefs through job-related well-being. Teachers may need more support from the program directors and policy to create high levels of collegiality and influence, which will eventually be related with more developmentally appropriate philosophy.