Teacher-student relationships (TSR) have been linked in research to a positive correlation with Student Academic Achievement (SAA). However, few of these studies have used empirical data to quantitatively link TSR to SAA. This study used an explanatory sequential mixed method design model to explain quantitative results through semi-structured interviews with teachers and administrators. Pianta's (2001) model of Systems of Contextual Child Development (SCCD) was used to interpret the results and served as the theoretical framework. Statistical testing found a strongly correlated, (r = 0.484) statistically significant (p < 0.001) between TSR and SAA. Regression analysis found that socioeconomic status (SES) had a statistically significant (p < 0.001) influence on student perception of TSR, and that TSR had a statistically significant effect on SAA. Qualitative, semi-structured interviews revealed that administrators thought systemically regarding student perception of TSR, while teachers thought more dyadically (one-on-one) and transactionally. More research is needed to reveal how teachers can be trained to create positive TSR with students of differing SES. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]