This study examined the unique and interactive effects of teacher-child relationships and classroom quality on PreK to Grade 1 children's reading and math achievement, social skills, and problem behaviors, as well as whether these relationships differed by children's race and ethnicity. Based on data from 192 children (18.23% Black, 8.33% Latine English-speaking, 21.88% Latine Spanish-speaking, 51.56% White) from PreK to Grade 1 and their teachers, analyses were conducted to examine whether (1) the quality of teacher-child relationships and classroom quality experienced by children differed by race and ethnicity, (2) race/ethnicity moderated the association of teacher-child relationships and classroom quality on children's achievement and social skills, and (3) race/ethnicity moderated the association between the interactive effects of classroom quality and teacher-child relationship on children's achievement and social skills. Findings from multi-level mixed models indicated teacher-child relationships were significantly associated with growth in child achievement and social skills and classroom quality was associated with problem behaviors. While race/ethnicity did not moderate the association between teacher-child relationship and classroom quality, there was evidence of racialized differences in the buffering role of classroom quality on children's achievement and behavior in the face of conflictual teacher-child relationships. The implications of the findings for promoting equitable learning opportunities for racially minoritized children are discussed. [This is the online first version of an article published in "Psychology in the Schools."]