This study contributes to the discussion regarding the relationship between teachers' knowledge about effective teacher-child interactions, beliefs about children, and observed teacher-children interaction practice in Chinese kindergartens. Data were collected among 164 Chinese kindergarten teachers through questionnaires and classroom observations. Findings revealed: (a) the significant association between teachers' knowledge, beliefs, and emotional/instructional practice; (b) the mediating role of teachers' beliefs on the relationship between knowledge and behavioral/instructional practice; (c) that years of teaching experience and degree are predictors for teachers' beliefs. The results offer important implications about how to prepare teachers and foster their child-centered beliefs through professional development.