In this study, the preschool children’s peer relationships were examined according to the teachers’ views after lockdowns and home confinement. Qualitative descriptive research was adopted. Eighteen preschool teachers from different preschools participated in the study. The participants were selected to represent maximum diversity. All teachers were female. Individual interviews were conducted with the teachers. Teachers were asked questions about their observations of peer relationships after the lockdowns and home confinement. Interviews were conducted via a cloud-based video conferencing platform. The content analysis method was used to interpret the interview data. All the teachers said that lockdowns and home confinement had both positive and negative effects on peer relationships. Teachers emphasized that they observed negative effects, especially in the domains of social and emotional development. In terms of positive effects, teachers emphasized that children developed a positive attitude towards school, made progress in their self-care skills, and showed greater interest in playing with their peers. Participating teachers also said that they made different special arrangements to improve peer relationships. Especially in the beginning, they structured their activities to include less contact and allocated more time for outdoor activities. They focused more on encouraging children to share and teaching hygiene rules. They also received more parental support in improving peer relationships.