This study explores the impact of advisory periods on teacher-student relationships, assessing perceptions from both groups over time. Conducted during the 2023-2024 school year in a Midwestern suburban high school, the study involved 44 students and 26 teachers. Using the S-TSRI and TSRI surveys, data was collected in May 2024 to compare relationship satisfaction and instructional support in academic versus advisory settings. Statistical analyses, including ANOVA and Paired t-tests, were performed using IBM SPSS software. Findings revealed no significant differences in perceptions of teacher-student relationships between advisory and academic settings for either group. Furthermore, over time, both students and teachers maintained positive perceptions of their advisory relationships, with mean satisfaction scores exceeding 3.0 on a 5.0 scale. However, student perceptions of instructional help were slightly lower in both contexts (2.97 in academic and 2.98 in advisory). The results underscore the overall positivity of teacher-student relationships, regardless of context. Future research is recommended to employ mixed-method designs, explore multiple locations, and implement pre/posttest assessments to deepen understanding of these dynamics. [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.]