Attention underlies and energizes all cognitive and behavioral activities. Many studies showed that the quality ofchild attachment (both to parental and non parental figures) influences cognitive functions and attention. Thisstudy aimed to investigate the relationships among attachment to preschool teachers and attention in a sample ofpreschoolers. In particular, the study analyzed whether child attachment security to preschool teachers influencesthe different aspects of their attention skills. In addition, gender- and age-related differences in attention andteacher attachment were explored. Research was conducted using two standardized instruments: the Attention andConcentration Battery, and the Attachment Q Sort. Participants were 279 children (147 male, 132 female) whoattended two preschools in a town in Southern Italy. Descriptive analyses, t-tests analyses, and correlation andregression analyses were carried out. Findings highlighted several interesting points concerning the relationshipsthat occur among attachment to preschool teachers and attention. Children with secure attachments presentedhigher reaction time and better auditory, visual, and visual spatial selectivity and maintenance.