Aim: This study aims to examine the influence of quantity and quality child care and family environment on children’s social behavior. Methods: A child-care center in Kuala Lumpur, Malaysia was selected and data were collected using survey and observational methods. Two sets of questionnaires were developed; one for the parents and the other for the caregiver. The parents (n=43) responded to measures assessing family social environment at home and children’s social competency and behavioral problems. The teachers (n=6), on the other hand, responded to measures assessing the nature of interaction between caregivers and children in the classroom. Researcher also observed the children in their classrooms and assessed the overall quality of classroom’s condition. Key findings: Hierarchical regression analyses showed that (1) the quantity of time spent in the center and overall classroom quality did not significantly predict children’s social competency and behavioral problems. (2) Sensitive caregiving interactions positively associated with children’s competency to express themselves while harsh caregiving interactions negatively influenced children’s ability to express. (3) Expressive environment at home (i.e., high encouragement to act openly, express their feeling directly and etc.) were negatively related to problematic behavior (i.e. disruptive behavior). (4) Interaction analyses showed that high expressive home environment moderated the negative effect of harsh caregiving practices on children’s compliance behavior while the sensitive caregiving practices received at center moderate the negative effect of low expressive home environment on children’s compliance behavior. Practical Implications: Parents are recommended to encourage their children to express themselves and talk freely and frankly at home and choose a child care center that facilitate their staff to practice sensitive caregiving.