This study looked at in-service child care teachers’ views on how high-quality teacher-child interaction develops in the Korean Early Childhood Care and Education (ECCE) context, through the direct voice of childcare teachers who are currently working in the Korean ECCE settings. By conducting 5 focus group interviews with 20 in-service child care teachers, we found that the teachers were seeking to gain the opportunity to reflect by themselves through observing their own interactions, as well as other teachers’ interactions, within the peer coaching system which can get feedback in a parallel relationship. The results of this study are expected to contribute to suggest a concrete and self-motivated model of teacher education program for improving the quality of teacher-child interaction, that can be applied to the reality of Korean ECCE settings.