During the early stages of childhood, educators play a pivotal role as influential figures in a child's life. The dynamic between teacher and child holds the potential to either foster or jeopardize the child's developmental trajectory. The present study investigated the predictive role of teacher-child relationships in behavior problems for Turkish children. A predictive correlation design was used in this study. Eight preschool teachers rated the quality of their relationships with 138 children aged 4-6 years and their externalizing and internalizing problem behaviors. Findings revealed that the quality of the teacher-child relationships was a significant predictor of both externalizing and internalizing problems. Closeness in teacher-child relationships is associated with a decrease in children's externalizing and internalizing behavior problems. Conflicts in teacher-child relationships, in contrast, have been linked to increased problem behaviors exhibited by children. Notably, conflict emerges as a more influential predictor for externalizing behavior problems, whereas the level of closeness exerts a more substantial influence on internalizing behavior problems. Findings provide new perspectives on how teacher-child relationship patterns affect children's behavior problems in Turkey context.