This study used a cross-lagged design to examine the longitudinal relations between teacher–child conflict and children’s problem behavior during the preschool years based on a stratified sample of 515 Chinese preschool children. Children’s problem behavior was reported by parents, and teachers rated their levels of conflict with children. Results showed that children’s externalizing problems and hyperactivity/inattention had unidirectional effects on teacher–child conflict during some of the time points, supporting the child-driven model. However, teacher–child conflict had unidirectional effects on children’s bullying problems, supporting the relationship-driven model. No transactional associations were found between children’s behavioral problems and teacher–child conflict. The findings suggest that the nature of the relations between teacher–child conflict and children’s problem behavior depends on the specific types of behavior under consideration. To promote Chinese preschool children’s social–emotional functioning, teacher preparation and professional development programs should provide teachers with strategies to build quality relationships with children and manage children’s problem behavior effectively. Impact Statement 1. Preschool children’s externalizing problems and hyperactivity/inattention had unidirectional effects on teacher–child conflict in a Chinese context. 2. Teacher–child conflict had unidirectional effects on children’s bullying problems. 3. The relations between teacher–child conflict and children’s problem behavior vary depending on the specific types of behavior under consideration.