Attachment theory posits that intimate relationships (especially during early childhood) have an influence on future social functioning. Children construct an "internal working model" of a relationship which is influenced by the nature and quality of primary attachment relationships. This model then serves as a foundation for future relationships. This study explored the influence of teachers' attachment history on the type of attachment relationships they develop with children in their class. Subjects were 31 graduate-level student teachers and 51 preschool-age children. Teachers completed the self-report Attachment History Questionnaire, and after field placement with the children, completed the Student-Teacher Relationship Scales. Results provided some evidence of a relationship between a teacher's childhood attachment experiences and the quality of relationships that develop between teacher and child. Essentially, these data suggested that those teachers who had a more secure attachment history had relationships with students characterized by less dependency. However, the fact that the attachment history subscales had limited predictive ability and that the model accounted for only 28 percent of the variance indicates that there were more factors at work in this outcome. (EV)