This pilot study describes the development and initial implementation of a treatment program that uses relationship-based techniques as a basis for promoting characteristics important in learning and emotional regulation. A case example has been included as an illustration of the theoretical framework of this intervention, along with preliminary results of therapy outcomes. This pilot intervention was designed to address the needs of diverse families in a community mental health setting. The main purpose of this intervention was to promote school readiness and adaptive characteristics in a child by improving parent–child interaction patterns during play and learning activities. These day-to-day experiences between the parent and the child were seen as part of the foundation for how a child will approach forming relationships and managing challenges in the future. Intervention methods targeted the relationship, individual child and parent factors, and the home environment. Data were collected on the parent–child relationship during play and learning activities, child behaviors observed in the home during play and learning activities, reported parental stress, and reported child behaviors. Preliminary results from this case implementation indicate that integrating relationship-based methods in the contexts of play and challenging learning activities may be an effective way to foster emotional and behavioral regulation and promote characteristics important in learning and future success.