The purpose of this study was to explore whether evidence that children have significantly higher achievement and more positive relationships with their teachers when assigned to a teacher of their same race/ethnicity extended to the earliest grades. Using data from a three-year project in North Carolina, we descriptively examined teacher-child racial/ethnic match exposure in prekindergarten (PK), kindergarten (K), and first grade (G1). In exploratory inferential analyses, we further used a two-way fixed-effects (child and time) approach to associate teacher-child racial/ethnic match with academic achievement and teacher-child relationships, moderated by race/ethnicity and grade. Parents/caregivers reported their child's race/ethnicity, and of the sample of children (n = 447), 34% were identified as Black, 42% as Latinx, and 24% non-Latinx White, with 10% of children identified as more than one race/ethnicity. Black children commonly experienced a race match in PK, but this likelihood decreased over time through G1. In contrast, the likelihood that White children experienced a match increased through G1. Latinx children were unlikely to experience a match in any grade. Teacher-child racial/ethnic match was positively associated with children's English language scores, with no suggestion that this effect varied by race or grade. In addition, a positive association between match and reading scores was evident only for Latinx children and only in PK, but not K or G1. Match was not significantly associated with math scores or teacher-reported relationships with children.