Research has shown that close ties between early childhood teachers and parents are helpful for children, but many teachers have mixed feelings about, or feel unprepared for, such relationships. This study, drawn from a larger study of preservice and beginning teachers, used narrative inquiry to trace the development of an early childhood teacher's relationships with parents during her first 2 years of teaching. Interviews and an audiotaped journal provided material for construction of the narrative, which illustrates the teacher's gradual shift from a focus on self-preservation toward responsiveness and collaboration. The findings highlight the ecological nature of teacher-parent relationships and the integral role of teachers' personal qualities, such as a commitment to reflection on professional practice and the capacity for empathy. Implications for fostering parent-teacher relationships and directions for further inquiry are considered. Contains 33 references. (Author/EV)