Teacher reports of children's relationship, competence and problem behaviors are important sources of information in school psychology. This study examines teacher-child relationships as correlates of children's school adjustment paradigm. Patterns of kindergarten teacher's perceptions of their relationship with children were described in a cluster analysis for 305 children on a teacher report measure. Three patterns of relationships were described: More positively involved , functional average, and negatively involved . Children in the three patterns significantly differ in school adjustment. Children with whom kindergarten teachers reported a positive relationship were better adjusted in school and had warm, close and communicative relationships than those whom the teachers report negative relationships.