The present study explored the relation among Chinese preschool climate, teachers’ job satisfaction, and their occupational commitment. This study followed 137 preschool teachers for six months in a longitudinal design. The findings indicated that after controlling teachers’ demographic information, the teacher-perceived preschool climate was positively related to their occupational commitment when the mediator was not involved. Job satisfaction played a full mediating role in the association between school climate and preschool teachers’ occupational commitment. Results are discussed in light of improving teachers’ occupational commitment in the Chinese context.