<p>The interaction of early childhood teachers and children is crucial for the development of mathematical skills. Designing mathematically stimulating interactions is a&#xa0;complex task that should be given greater emphasis in the training and professional development of early childhood educators. To develop targeted qualification measures, it is necessary to understand which characteristics of the educator, the child, and the situation are associated with high-quality mathematics-specific interactions. Empirical evidence on this topic is still limited.</p><p>This exploratory study examined potential associations between the quality of mathematics-specific interactions of educators (<i>N</i> = 38) and various individual characteristics of both educators and children. Furthermore, it investigated whether interaction quality differs across two games addressing different mathematical content areas. The results showed that both the child’s performance in the game and the educator’s perception of the child’s ability were significant predictors of interaction quality in one of the two games. There was no significant correlation between the interaction qualities of the two games; however, they also did not differ significantly. These findings are discussed with regard to practical implications for educator training as well as methodological limitations.</p>