<p>Teacher-child interactions are crucial for children's social, behavioral, and academic success. Research indicates that high-quality interactions enhance children's social emotional adjustment, academic performance, and executive function, while poor interactions can lead to stress and higher cortisol levels. This study examines the relationship between teacher-child interactions and teaching styles in early childhood classrooms, focusing on how these factors influence classroom dynamics and outcomes. The study explores associations between CLASS scores and teaching styles and examines whether teacher cluster membership was associated with CLASS dimensions. We analyzed data from 147 Head Start teachers across two states, examining the relationship between CLASS® scores and teaching styles assessed via the TSQ. Findings indicate that authoritarian teaching styles negatively influence key CLASS dimensions, such as Positive Climate and Teacher Sensitivity, while no significant associations were found for permissive and authoritative styles. A cluster analysis further revealed that teachers with higher authoritarian tendencies demonstrated lower scores on CLASS dimensions related to warmth and instructional engagement. The study also suggests that integrating TSQ data with CLASS evaluations can guide administrators in prioritizing observations and supporting teachers in need of improvement. These findings have implications for professional development, resource allocation, and the use of observational tools in early childhood education, offering a framework for enhancing teaching practices and student outcomes in diverse settings.</p>