The quality of teacher-child interactions in the preschool classroom will determine how children will develop cognitively, physically, socially and emotionally (Thompson, 2001; Irwin, Hertzman, & Siddiqi, 2007; McNally & Slutsky, 2018). This study aims to analyse preschool teachers’ perception of quality teacher-child interactions and their concerns about providing such interactions in the classroom. Ten preschool teachers were interviewed using a semi-structured questionnaire. The audio recordings of these interviews were later analysed using a thematic approach. Findings from this study could potentially have implications on the policies, regulations, and curriculum in the preschool sector in Singapore.