Use of metacognitive language by child care center staff in classrooms that serve preschool-aged children was examined. Staff's use of mental-state talk, perspective-taking talk, and activity-relevant questioning with children were coded in a series of 20-s snapshots taken over the course of one full morning per classroom. A total of 3401 snapshots were observed for 393 teachers in 103 classrooms. Staff used mental-state talk in 22% of the snapshots, activity-relevant questions in 12%, and perspective-taking talk in 3%. Structural and process predictors of staff's metacognitive language were examined for full-time staff (n = 148 in 95 classrooms) using multilevel modeling and ordinary least squares regression. Caregiver positive interaction style predicted caregivers’ engagement in all three types of language. Caregiver punitive interaction style was also a positive predictor of caregivers’ talk about others’ perspectives. In general, structural characteristics of the classroom were not significant predictors of staff's language. However, the proportion of children receiving a child care subsidy in the center negatively predicted perspective-taking discourse. Results indicate the importance of caregiver relational style in providing a more discourse-rich child care context.