This qualitative research project, based on the theoretical orientation of critical theory and postmodernism, aims to investigate barriers to and facilitators of effective teacher-child interactions in voluntary pre-kindergarten programs in child care settings. Participants were three teachers who were teaching children in Florida`s voluntary pre-kindergarten (VPK) classrooms in child care settings. In-depth interviews and three observations of classrooms during whole-group, free-play, and meal time were conducted per teacher. By suggesting different strategies to facilitate effective teacher-child interactions, this study helps teachers to be aware of the nature of teacher-child interactions and to find ways to overcome several barriers to effective teacher-child interactions in voluntary pre-kindergarten programs in child care settings.