The purpose of this study is to discriminate the important variables of emotional and behavioral strengths (emotional regulation and family involvement) and effortful control (inhibitory control, smiling and laughter) that could predict the child-teacher relationship. The participants were 424 children aged 4~5, and their teachers. All participants completed questionnaires. Discriminant function analysis was performed for boy and girls. The results showed that (a) the discriminant function derived from the four variables was effective in classifying the high group and the low group of the child-teacher relationship, and (b) emotional regulation plays a key role in predicting the child-teacher relationship for both boys and girls. For the boys, inhibitory control followed. On the other hand, for the girls, the second discriminant factor is family involvement. Using these results, we can cope with individual characteristics of a child by identifying the differences between boys and girls and by recognizing the discriminant factors. Teachers and parents could find ways to support the formation of a positive child-teacher relationship by identifying factors of social-emotional dimensions and temperament dimensions that have advantages in forming relationships with teachers in the field. This study also suggests a direction to mediate a child who does not have factors that have an advantage in forming relationships with teachers.