Teacher–child interactions are daily back-and-forth exchanges between teachers and children. High-quality teacher–child interaction constitutes an important factor that impacts children’s language competency and subsequent literacy development. As a result of globalization, kindergarten curriculum frameworks in Asia advocate for interactional styles that are typical in Western societies. This is also the case in Hong Kong. Theoretically grounded in developmental theories proposed by Western scholars, the Hong Kong’s Kindergarten Education Curriculum Guide is strongly based on the notion of child-centeredness, and it encourages teachers to actively converse with children. However, the time constraints, rigid schedules, and cultural factors pose important obstacles for teachers to fulfil the Guide’s vision of teacher–child interactions. To show situated examples of high-quality teacher–child interactions in Hong Kong kindergartens, our team designed a structured online professional development (PD) course, entitled Chat with Children. This 10-unit PD provided real-life examples of high-quality glocal interactions, featuring Western principles within local kindergartens. Over 100 kindergarten teachers in Hong Kong completed the online course within a three-month self-paced learning period. Selected participants were invited to join interviews after the PD. This chapter is guided by the notion of glocalization and Chen’s (2022) three-component framework (foreground, background, middle ground). The objective is to analyse teachers’ reflections about the viability to implement the Chat with Children interactional style into Hong Kong kindergartens. While teachers showed positive attitudes towards the interactional styles featured in the PD, they acknowledged that it might take efforts to make these interactions viable in practice. Teachers were highly motivated to apply the strategies presented in the course while chatting with children. However, they argued that practical tensions such as tight schedules and parental expectations made it unrealistic to fully implement such strategies on the ground. We conclude that there is an urgent need for glocalizing Hong Kong’s official curriculum framework, adapting Western interactional ideals into locally appropriate strategies and culturally situated practices. As the adoption of Western notions of high-quality interactions in local kindergartens seems problematic, we advocate for the middle ground (Chen, 2022) regarding teacher–child interactions, where Western interactional strategies are utilized in the context of the typical classroom activities used in Hong Kong kindergartens to facilitate children’s language and literacy development. We discuss the implications and provide potential venues to improve teacher–child interactional quality in culturally situated ways.