This study seeks to inform state efforts to improve the quality of center-based infant and toddler early care and education (ECE) in North Carolina by illuminating the nature and extent of teacher-family relationships and partnerships in those settings. This convergence mixed-methods design (Ponce & Pagan-Maldonado, 2015) includes both quantitative and qualitative components. For the quantitative component, surveys will be used to collect data about teacher- and parent-rated teacher-family relationships as well as related program level supports. Survey results will then be compared to the quality measure used in the state's Quality Rating and Improvement System (QRIS). For the qualitative component, highly ranked (by parents) teachers and their administrators will be interviewed to determine what teacher and program characteristics support high-quality partnership activities and how teacher-family partnerships might be incorporated into the QRIS.