Previous research has demonstrated that teacher-child relationship quality and classroom emotional climate are each related to children's social-emotional and academic development, yet work examining interactional quality at both child and classroom levels simultaneously is limited. The current study examines whether teacher-child relationship quality as perceived by both teachers and children is associated with child social-emotional and academic outcomes over one school year and whether these associations are moderated by the quality of classroom emotional climate. Participants included 526 Grade 3-5 students and their 35 teachers from six urban public elementary schools. Higher child-reported relationship quality with teachers predicted lower child-reported depressive symptoms in spring, controlling for fall levels. Higher teacher-reported conflict was related to higher child-reported and teacher-reported aggression and lower ELA achievement. A significant cross-level interaction between classroom-level emotional support and teacher-reported conflict in predicting teacher-reported aggression indicated that higher quality classroom emotional climate may mitigate risk of aggression for children with poor-quality teacher relationships. Yet an overall lack of significant interaction effects indicates that classroom-level emotional support did not compensate for low-quality dyadic relationships, suggesting that teachers in upper elementary school should be trained and supported in developing and maintaining positive relationships with each of their students.