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. The results from the moderation analyses suggest that close teacher-child relationships serve as a promotive factor for Latino and Black boys' teacher-reported language gains. Simultaneously, teacher-child relationships characterized by high levels of conflict predicted larger change scores in conduct problems for Black boys compared to boys of other races. The findings from this study highlight the impact of teacher-child relationships for the development and learning of boys of color. The present study may inform future professional development efforts to enhance positive teacher-child relationships for children of color in early childhood settings.