The purpose of this study was to investigate the various effects of a child-teacher relationship training program that is based on CPRT child care teacher’s sensitivity, efficacy of child care and teaching, teacher burnout prevention. The participants were 22 child care teachers working as homeroom teachers for infants at a child care center in the city of A in the Gyeongsangbuk province. Eleven teachers were delegated to the experimental group, and the other 11 were placed in the control group. As part of the child–teacher relationship training program, The 11 teachers in the experimental group split into two groups of 5 and 6 and took part in the program once per week over a period of 10 weeks. The effect of the program was measured by comparing pretest scores and post-test scores and was administered to the 22 child care teachers to observe changes in their sensitivity, efficacy of child care and teaching, potential burnout prevention. The results of this study are as follows: First, the child–teacher relationship training program had a significantly positive effect on enhancing the sensitivity of child care teachers in infant classes. It significantly increased the five sub-factors of sensitivity: appropriateness, interpretation, promptness, consistency, and flexibility. Second, the child–teacher relationship training program had a positive effect on the efficacy of child care and teaching of child care teachers. Third, the child–teacher relationship training program had an effect on prevention of teacher burnout.