In early care and education settings, children who display challenging behaviors tend to have higher rates of conflict with their teachers than children without such problems. This proof-of-concept study examines the extent to which early childhood teacher's classroom management self-efficacy is associated with conflictual teacher-child relationships with children who have been screened for and exhibit elevated levels of externalizing behaviors (i.e., focal children). In addition, we examine whether this association varies by a child's ordinal level of challenging behavior relative to their classroom peers who also exhibit elevated levels of challenging behaviors. This study included 312 focal children (66% male), identified as at risk of Emotional and Behavioral Disorders (EBD), and 125 classrooms in which teachers completed surveys to assess teacher-child conflict, classroom management self-efficacy, and child challenging behavior. Findings revealed that in classrooms with three focal children, a disordinal interaction was present. The relation between teacher self-efficacy and teacher-child conflict differed as a function of child ordinal behavior rank. We conclude with a discussion of the implications of this work for research and practice.