Positive interpersonal relationships between principals and students are rarely discussed in scholarship (Cranston, 2012). And while the classroom teacher has the most significant effect on students, the principal is believed to have the second most significant effect (Leithwood, Louis, Anderson, & Wahlstrom, 2004). However, the majority of the research concerning principal effects appears to discuss the various mechanisms and mediating factors through which the effects are manifest. Motivated in part by the researcher's own experience with direct principal-student interactions, along with a desire to begin to fill the gap in the literature, this study sought to explore and describe meaningful principal-student relationships in hopes that deeper or new understandings of the phenomenon might arise. Interviews with four principals and three of their former students, along with observations of each principal provided the dataset for the study. A narrative inquiry approach was used to analyze the data and report the findings in the form of a narrative. The narrative centered on a day in the life of a fictional principal, who was based on the four principal participants. The findings revealed that the principal-student relationship is indeed a significant phenomenon, containing many similar features of the teacher-student relationship, and having a profound impact on principals and students. Principals not only enjoy making friendly, caring, or supportive connections with their students, but also believe that those connections help them do their jobs more effectively by gaining deeper understandings of individuals and the school community. The size of the student body along with the numerous demands of the job tend to complicate principals' efforts to build connections and meaningful relationships with students, but principals make concerted efforts to use the time that they have as efficiently as possible. Students who choose to build a relationship with their principal also report positive effects from the relationship. Given the lack of attention to the phenomenon in the literature, a framework for viewing the principal-student relationship is proposed. Implications, limitations, and suggestions for possible future research are all discussed. [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.]