Purpose of this study was to investigate the teacher behavior perceived by chidren and chidren`s self-esteem. The major research questions were as follow 1. What kind of relations will be exist between the subtraits of teacher behavior (Supportive Help, Negative Feedback & Teacher Direction, Work and Rule Orientation, High Expection,Opportunity and Choice) and the subtraits of chidren`s self-esteem (General Self, Social Self Peers, School-Academic, Home-Parents) ? 2. Is there difference according to sex discussing the relations between the subtraits of teacher behavior and the subtraits of children`s self-esteem ? The subject of this study were 432 children composed of 183 boys and 249 girls of fifth and sixth grade in two elementary schools located Tae-gu city. The measurement instrument used in this study were follow: One of the instrument is Teacher Treatment Inventory which was proposed by Weinstein & Middlestadt and modified by Yoon,Soon-Hong(1988) and was composed of four variables (such as Supportive Help, Negative Feedback & Teacher Direction, Work and Rule Orientation, Nigh Expection, Opportunity and Choice) The other instrument is the Self-Esteem Inventory which was proposed by Coopersmith and modified by Lee,Hyoun-Joo(199U) and was composed of four variables (such as General Self, Social Self Peers, School-Academic, Home-Parents) The Canonical Correlation Analysis SAS(Statistical Analysis System)/pc program was employed to examin the correlation between the subtracts of teacher behavior and the subtracts of children`s self-esteem. The major findings of this study were as follow 1. The subtracts of teacher behavior was related to children`s self-esteem. Especially High Expection, Opportunity and Choice and Negative Feedback & Teacher Direction variable in the subtracts of teacher behavior revealed the greatest contribution for the School-Academic variable in the subtracts of children`s self-esteem. 2. The relations between the subtracts of teacher behavior and the subtracts of children`s self-esteem is different according to sex. In other words, Negative Feedback & Teacher Direction revealed the greatest contribution for the prediction of School-Academic variable in the subtracts of boy`s self-esteem and High Expection, Opportunity and Choice revealed the greatest contribution for the prediction of School--academic variable in the subtracts of girl`s self-esteem.