This article aims to: 1) identify the quality of interactions in half-day pre-kindergarten classrooms in Quebec (Canada), as measured by the Classroom Assessment Scoring System (CLASS Pre-K); and 2) examine the original factor structure of this tool in this French-speaking setting. Data from two studies carried out in a large urban school board were merged to create a total sample of 70 classrooms. On the one hand, in accordance with literature, the scores associated with Emotional Support and Classroom Organization were moderate, whereas the one associated with Instructional Support was low. On the other hand, confirmatory factor analysis did not confirm the original factor structure in our sample. However, when the Regard for Student Perspectives dimension was removed, the model fit the data better. Convergent validity results confirmed this finding. Nevertheless, further analyses should be conducted, in particular with a larger sample size, to determine whether this dimension should indeed be removed. In the meantime, it is important to maintain the original factor structure when assessing the quality of interactions in French-speaking settings, including in pre-kindergarten classrooms in Quebec.