Objective: The aim of this study was to examine the mediated effect of teacher-infant relationships between teacher efficacy and infant’s adjustment to child care centers. Methods: A total of 137 child care teachers that lived in Gwangju and Jeollanamdo participated in this study. They were asked to answer two survey questionnaires for two infants. The data were analyzed using analysis of frequency, Pearson's correlation coefficient, and hierarchical multiple regression analysis. Results: The main results are as follows. First, teacher-infant relationships partially mediated the relationship between teacher efficacy and two sub-factors (prosocial behavior and day work adjustment) of adjustment in child care centers. Unlikely as it was, several sub-factors such as positive emotion, peer adaptation, and self-strength were fully mediated by teacher-infant relationships. Conclusion: The present study suggests that it is necessary to improve teacher-infant relationships with teacher efficacy in order to improve infants’ adaptation to daycare. In addition, it should be understood that the structural relationship of the influence factors is different depending on the sub-factors of the child care adjustment.