Pre-school educational institutions assist children in their physical, psycho-motor, social, emotional, mental, and linguistic development and prepare them for primary schools and for their social life in the future; they do this with the support of parents, and when necessary, educate the parents as well. The teachers as well as the educational institutions involved in this field are performing their functions. However, for optimally fulfilling their duties, pre-school educational institutions require qualified personnel and physical equipment to implement education programs. Children acquire their basic knowledge, skills, attitude, and habits pertaining to their development at home. Therefore, the family becomes the primary institute responsible for the care, development, and education of the child. After the family, pre-school institutions take their place in the system as institutions that support the family in preparing children for their social life. This study aims to examine the effect of the relations between parents and the teachers on the children at Ordu Centrum Preschool. The main purpose of this study is to determine and evaluate parents' approach to pre-school teachers. This study focused on parents of children at pre-school institutions in Ordu Centrum in the spring of the academic year 2009-2010. A total of 150 persons randomly selected from 500 parents whose children studied at one of the 10 pre-school institutions in Ordu Centrum were chosen as the sample for this study. © 2010 Published by Elsevier Ltd.