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This study aimed at investigating to the extent that the quality and challenges of teacher-child interaction in preschools of Jigjiga City Administration. This study employed a qualitative and quantitative method specifically a descriptive survey design. 6 public preschools and 13 preschools were selected through a stratified sample technique. The Questionnaire was employed through open-ended and close-ended questions for 90 participants that include teachers, principals, and preschool assistants in Jigjiga City Administration. The Interview was employed through a structured, semi-structured, for 14 participants of preschool teachers. The observation was employed through structured to observe the preschool classrooms, 19 preschools were observed to check preschool classrooms. Data were analyzed using descriptive statistics (frequency, percentage, mean and standard deviation) the results of the study shown that teacher's interactions with children have affected the quality of preschool education and the process of learning. The study has shown that the current condition of teacher-children interaction in preschool was not motivated children's activities.