The purpose of this study was to use the Attachment Q-Set to create categories of attachmentorganization that were conceptually consistent with organizational categories derived from otherattachment assessments, reliable, and valid. We were particularly interested in creating categoriesthat would describe insecure attachment organizations in children from difficult lifecircumstances. Our sample of relationships included 3062 teacher–child relationships.Children ranged in age from toddlers to kindergartners and were diverse in ethnic background.Two percent of the children were diagnosed with severe social and emotional problems andenrolled in a therapeutic preschool. Sixteen percent were enrolled in intervention programs onthe basis of family poverty and another 34% of the children attended subsidized child careprograms for low-income children. All of the children's child–teacher relationshipswere assessed with the Attachment Q-Set (AQS). Independent observers observed or ratedchildren's peer play. Teachers completed behavior problem questionnaires and StudentTeacher Relationships Scales. Using the AQS we created five subscales and six attachmentorganizational categories. These subscales and organizational categories were associated intheoretically meaningful ways with measures of behavior problems, social competence withpeers, and teacher perceptions of child–teacher relationship.