From the abstract: In this study, we examine associations between the quality of teacher-child interactions and infant outcomes during their first months in Portuguese childcare centers. Participants were 90 infants, their mothers and their teachers. A set of multiple regression models were conducted to determine whether classroom quality related to active engagement and non-engagement and to adaptive behavior six months later, controlling for important covariates, namely developmental age, child temperament, mothers’ education, and home quality. Results showed that, in higher quality classrooms, infants spent more time actively engaged, less time non-engaged and six months later were rated as having higher levels of adaptive behaviors. Findings provide further evidence for the need to better support teachers in fostering infant active engagement and unfolding capacities as part of high-quality daily experiences in childcare.