The aim of this study is to examine and clarify roles of teacher involvements to cultivate four-year-old-children's abilities to interact with others through make-belief play. This study focuses on some particular aspects of make-belief play to promote interactions with other friends, since it is dependent on the appreciation of others. The current study reveals following five involvements of teachers to be important: 1) to make connections between children, 2) to support children to get into characters or roles, 3) to understand children's feelings as a mediator of relationships between children, 4) to make connections in children's images, and 5) to widen the world in the make-belief play. Besides, this study illustrates that teacher involvements in make-belief and its attributes as play cultivate the basis of children's abilities to interact with others at a certain age. Implications of this study are discussed to propose teacher involvements in response to children's ages focusing on their different developmental stages of make-belief play for future study.