This article examines similarities and differences in Chilean teachers' competences, which were organized into profiles, and the associations of these profiles with children's language development. Teacher-child interactions were assessed when the children were 12 (n=99) and 30 months old (n=73), using the Adult Sensitivity Scale, the Evaluation of the Mentalization of the Significant Caregivers, the Checklist of Observations Linked to Outcomes (PICCOLO), and Bayley's language scale for children's outcomes. Profiles were identified in person-centred within-group analyses of six dimensions: sensitivity, mentalization, affection, responsiveness, encouragement and teaching. Research Findings: Cluster analyses yielded three profiles. In the first group, profiles were organized according to their competence levels and were identified as highly, average and poorly competent. In the second group, a clearer distinction appeared between cognitive versus affective approaches, and the teachers were classified as competent cognitive, competent affective and poorly competent. Teachers' profiles were related to children's receptive language skills at both ages, and the competent cognitive profile at 30 months was a significant predictor of receptive language skills. Practice or Policy: A growing understanding of these profiles should enrich the research base and the effectiveness of promotion and intervention efforts to bridge the developmental gap observed in Chilean children.