The purpose of this study was to investigate the relation between adjustment to kindergarten and three variables-child's temperament, maternal child-rearing attitudes, and teacher-child interactions. Adjustment was measured using the Adjustment to School Scale. Temperament was assessed using the Parent temperament Questionnaire. Maternal child-rearing attitudes were assessed using the Maternal Behavior Research Instrument. Evaluation of teacher-child interactions were based upon the revised Early Childhood Observation Instrument. Subjects were 366 children, 188 boys and 178 girls with an age of 4 to 5 years attending 14 kindergartens in Pusan, their mothers, and 14 kindergarten teachers. Most of children had their siblings and prekindergarten experiences. Most of mothers aged from 31 to 40 years and mean educational attainment was higher than high school graduates. 79% of the mothers were unemployed. Fathers' occupations were distributed across unskilled, sales, clericals, managerials, and professionals. T-test, Pearson correlation analysis, MANOVA, stepwise multiple regression analysis were used to investigate the relation between adjustment to kindergarten and the three variables. The results were as follows: (1) There was a significant difference between the difficult group and easy group. (t = 2.54, P＜.05) Threshold, intensity, approach, adaptability, mood, and distractibility were significantly correlated with adjustment scores. All temperament categories except for distractibility accounted for 4.6% of the variance (2) There was no significant difference between the high maternal behavior score group and the low maternal behavior score group. Maternal attitudes of encouraging independence and positive evaluation of children were significantly correlated with adjustment scores. All maternal attitude factors except for attitudes of freedom accounted for 3% of the variance. (3) There was no significant difference between the high teacher-child interaction score group and the low teacher-child interaction score group. Teacher-child interaction scores were not significantly correlated with adjustment scores. The quality of teacher-child interactions accounted for only 0.1 % of the variance. (4) There were no interaction effects among temperament and maternal attitudes, temperament and teacher-child interactions, maternal attitudes and teacher-child interactions. Only the main effect of temperament was significant. (5) There were no two-way or three-way interaction effects among temperament, maternal attitudes, and teacher-child interactions. Only the main effect of temperament was significant. 8 temperament categories, 7 maternal attitude factors, and the quality of teacher-child interactions accounted for 7.4% of the variance. Adaptability of 9 temperament categories, and maternal attitudes of encouraging independence of 7 maternal behavior factors, best accounted for most of the explained variance.