Regarding the descriptive examination of stability in different teachers' perceptions of conflict and closeness in their relationships with a given child, findings indicated moderate stability in conflict and slightly less in close-ness across the 54-month to first grade time period. This finding is consistent with previous studies of the stability of teacher-child relationships from kindergarten to first grade and from preschool to kindergarten. Previous and present findings suggest that relational conflict with a given child is more stable across teachers, whereas relational closeness may depend in greater part on the goodness-of-fit between the interpersonal styles of teachers and children.