Research literature identifies that students with more positive student-teacher relationships attain more desirable student outcomes than their counterparts with less positive relationships (Roorda, Koomen, Split, & Oort, 2011). How student-teacher relationships impact students are studied developmentally. The effect of positive relationships on student engagement was more significant in secondary schools when compared to primary schools. It is important to consider the cumulative impact of relationships with teachers over time (Roorda, 2011). This study investigates the connection between teacher relationships, motivation, and student engagement of students at risk of academic failure. The sample consists of male and female students identified with a C- and below in Math and Language Arts. The findings highlight the importance of student perceptions of teacher relationship quality, student motivation, and student engagement levels. Correlational analyses show how students' perceptions of teacher relationships, and motivation, impact student engagement levels. The analysis determines that motivation is related to student-teacher relationships, autonomy, competence, or relatedness with teachers. [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.]