Public preschool programs using standardized curriculum models are increasing rapidly, and while research has shown that teacher-child relationships have been used successfully as an intervention and compensatory measure, it is unclear what influence the public preschool setting and the use of a curriculum model have on teacher-child relationships. The purpose of this multiple case study was to explore and describe how teachers build relationships with children in public preschool programs while working within the parameters of a standardized curriculum model. The research questions guiding this study were: 1) How do preschool teachers build relationships with children while working within a standardized curriculum model? a) What opportunities exist for relationship building? b) What strategies do teachers employ to build relationships with their students? 2) What are teachers' beliefs about relationship building in the early childhood classroom? 3) What do teachers believe impacts upon their abilities to successfully build relationships with their students? The participants were two public preschool teachers, working within the Curiosity Corner curriculum model. Data sources included classroom observations, teacher interviews, and document review. Data was analyzed using the Dedoose data analysis software to look for patterns and themes. Analysis took place within each case and across cases as well. Findings showed that the participants recognized their job to include both care and education. They believed that establishing comfort would create feelings of emotional security that would set the stage for learning. These teachers prioritized relationship building and relational activities in their classrooms, despite the pressures and constraints faced; however, each teacher confronted these challenges differently, as their teaching environments varied. The Curiosity Corner model did not appear to have a great impact on teachers' relationship building abilities, although extended periods of time allotted for Learning Labs and Gross Motor Play did seem to provide opportunities for longer, more sustained interactions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]