The present study examined boys’ race in moderating the association between teacher–child relationship quality, measured by closeness and conflict, and boys’ language gains and conduct problems change scores during Pre-K. The study was conducted using data from the National Center for Early Development and Learning’s (NCEDL) Multi-State Study of Pre-Kindergarten and the NCEDL-NIEER State-Wide Early Education Programs Study (SWEEP Study). Participants were 1,228 boys in 660 pre-K classrooms. On average, pre-K teachers had closer relationships with White boys than Latino boys and more conflictual relationships with Black boys than boys of other races. (author abstract)