This study examines domains of teacher-toddler interactions in early childcare settings and investigates their associations with structural characteristics. Ninety-five toddler classrooms located in Bavaria, Germany were observed and rated with CLASS Toddler (La Paro et al., 2012) and data on teachers and conditions within the childcare settings were assessed through self-report questionnaires. Confirmatory factor analyses and structural equation modeling were conducted using R. The results were in favor of a two-, instead of a one- or three-factor structure, which included the ‘emotional and behavioral support’ (EBS) and the ‘engaged support for learning’ (ESL) domains. The model showed a feasible fit: χ²(19)=56.51, p<.001, CFI=.91, TLI=.87, RMSEA=.14 (CI90:.10-.19), SRMR=.07. The EBS domain had higher quality levels (M=5.33, SD=.59) than the ESL domain (M=3.23, SD=.70). Of structural characteristics that were examined, teachers’ age, teachers’ education and children’s age composition in the classroom showed (marginally) significant relations with interaction domains (model fit: χ²(43)=81.65, p<.001, CFI=.91, TLI=.88, RMSEA=.10 (CI90:.06-.13), SRMR=.06). Less EBS was observed when teachers were older (B=-.02, SE=.01, p=.01) and more ESL when teachers had a higher educational level (B=.12, SE=.07, p=.10). Mixed-aged classrooms where negatively associated with EBS (B=-.35, SE=.15, p=.02) and ESL (B=-.33, SE=.16, p=.04). Overall, the two-factor structure of CLASS Tod-dler could be replicated and the quality-levels were in the expected range. For high quality interactions, teacher characteristics and circumstances within classrooms are influential but need to be distinguished carefully. Beyond limitations, these findings have implications for further research, policy and practice in toddler childcare settings that are discussed.