This study explored teacher and student perspectives of a specific event in an early childhood classroom. The study replicates previous research on the construct of positionings to study social interaction in a prekindergarten integrated classroom. Subjects were one teacher and one 5-year-old student. A 20-minute segment of videotape was observed and transcribed to: (1) identify positionings (for example, controlling, asserting; complying) from the teacher's and the student's perspectives; (2) make visible the reciprocity of social interaction; and (3) explain the participants' options in accepting or rejecting positionings. Positionings were coded by three researchers who arrived at a consensus to determine the most appropriate label for a certain behavior. Specific positionings emerged from the data which demonstrated that teachers and children have different, sometimes conflicting perspectives of the same interaction. Results suggest that early childhood teachers need to be aware of their students' perspectives to facilitate interactions, reduce conflicts, build mutual respect, and support children's autonomy. (WP)