The purpose of this study was to examine the structural relationships on classroom environment, teacher efficacy, teacher-child interactions, children's sociability temperament and peer play interaction. In order to accomplish these purposes, analysis was conducted using the 5th wave of panel data set of 2,078 families from the PSKC(Panel Study of Korean Children) beginning in 2008 by KICCE(Korea Institute of Child Care and Education). Major findings of are as follows. First, there was a significant structural relationship among classroom environment, teacher efficacy, children's sociability temperament, teacher-child interactions, and children’s peer play interactions. Second, well structured classroom positively influenced on teacher-child interactions and children’s peer play interactions. Third, children's sociability temperament positively direct influenced on children’s peer play interactions. Fourth, teacher efficacy showed a significant influences on children’s peer play interactions through teacher-child interactions.