Work climate is a broad term that encompasses all facets of the work environment, other than training and education, that support or detract from employees' ability to succeed. In this brief, the authors use a sample of center-based child care classrooms in Georgia to examine how different aspects that affect work climate (e.g., wages, employee benefits, teacher turnover, children per teacher, and educator stress and commitment) are related to classroom quality. More fully understanding this relationship could help states collect information about work climate as part of their own quality improvement efforts. In addition to aspects of work climate, teacher characteristics such as education level and college major may affect the quality of care and child outcomes. In this brief, these teacher characteristics are included to account for their possible contribution to the observed quality. In this brief, the authors address the following research questions in center-based child care classrooms for preschoolers and toddlers: (1) How are various aspects of the work climate (e.g., wages, benefits, teacher stress, teacher commitment, children per teacher) and teacher characteristics related to one another?; and (2) How are work climate and teacher characteristics related to observed teacher-child interactions? [This brief draws from data collected as part of Georgia's Quality Rated Validation Study, led by Child Trends, in partnership with Georgia State University.]