The purpose of this study was to examine young children's perceptions about the quality of their interactions with their teachers and the possible association of teacher-child relationships with children's school engagement. Additionally, gender and ethnicity differences were investigated regarding both teachers' and children's perceptions. Young Children's Appraisals of Teacher Support and Teacher-Rated Effortful Engagement were used to evaluate children's perceptions about their teacher-child relationships and teacher's assessments about children's school engagement. In all, 232 preschool children and 39 kindergarten teachers from northern Greece participated in the study. Findings provided interesting information about the profile of teacher-child interactions based on children's perspectives and about the association between the quality of teacher-child interactions and children's school engagement. More specifically, findings showed that children mostly describe positive interactions with their teachers and that the quality of teacher-child relationship is associated with children's school engagement. (author abstract)