This article examines the findings from a phenomenological study of 10 early childhood and Pre-Kindergarten teachers who participated in Child Teacher Relationship Training (CTRT). Results present the essence of the participants' largely affirmative experience of CTRT in regard to general applicability and interrelatedness between the CTRT model and the teachers' views on the importance of the child-teacher relationship. Implications for early childhood education and the impact of the child-teacher relationship are discussed.