It has been well established that relationships are vital to young children's early development. Yet many children today spend a majority of their time in child care not establishing the relationships they need to become healthy, functioning adults. This quasi-experimental mixed method study explored the reflective practice group process as a tool for improving relationships in the early education setting. It was hypothesized that effective use of reflective practice would increase teachers' sensitivity and self-efficacy as compared to teachers who did not participate in reflective practice. Preschool teachers (n=16) were recruited from two different child care sites to participate in the study. Teachers were assigned to an experimental (n=8) group who received seven to eight weeks of reflective practice from the investigator, or a control group (n=8) based on availability. Quantitative measures were used to assess whether the experimental group (n=8) grew in reflectivity, sensitivity, and self-efficacy as compared to the control group (n=8) using the Self Reflection and Insight Scale, the Arnett Caregiver Interaction Scale and a Self-Efficacy Survey. Qualitative data, audio transcripts from reflective practice sessions and teacher journals, for the experimental group only, were coded and assessed for reflective thinking skills. In addition, audio transcripts and the reflective supervisor's journal (the investigator) were coded for skills in leading reflective practice. The teacher's skills in reflective practice and the supervisor's skills in leading reflective practice were explored as an overall journey, and as two separate journeys for the two separate child care sites. Overall the quantitative results did not show statistically significant growth in reflectivity, sensitivity or self-efficacy. Qualitative analysis revealed that teachers grew in reflective thinking skills: their ability to observe themselves openly and objectively, link children's behavior with mental states, and in self- awareness. Results from the qualitative analysis also demonstrated that teachers gained a valuable sense of connection within the group, stress relief, and reported being able to employ a wider perspective when interacting with the children in their care. The skills of the new reflective practice supervisor paralleled the growth of the group and gave a perspective on how to judge the effectiveness of reflective practice. These results have important implications for improving relationships in the early childhood setting; relationships which are critical to children's healthy development.