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The education of children is important. Various literatures recommend preschool for children, to include home-school partnerships. Empirical data has shown that parents and teachers who partner can positively impact a child s success in school. Symbolic interaction was used to gain insight into the phenomenon of parent-teacher interactions in preschools; plus a comparative case study method between two private preschools with different quality ratings. Parent and teacher interviews pre- post observed conferences provided participant s definition of the situation. Interactional and thematic data analysis results revealed that parents and teachers collectively show positive ways in which to foster good parent-teacher relationships, notwithstanding quality ratings or other differences. But overall similarities in family values, faith, respect, and programming, facilitated dialogue that brought dignity to parent-teacher interactions. Parents and teachers, PTA members, school officials and staff, or anyone else interested in making better connections during professional and personal interactions, will benefit from this insightful research.