A tremendous amount of evidence supports the importance of building relationships between educators and students (Kincaide et al., 2020). Because of this, there is an emerging focus in both research and practice on how student-teacher relationships are assessed, the impact of these relationships on student outcomes, and methods for building and maintaining them. Similarly, an abundance of evidence supports the effectiveness of interventions that are primarily behavioral in nature to improve social, behavioral, and academic outcomes for all students, especially for those students who demonstrate challenging behavior in school (A. Lee & Gage, 2020). Although it may seem behavioral interventions are inconsistent with interventions focused on forming meaningful and authentic relationships, there are in fact several strategies that can be effective in directly addressing challenging behavior while also laying the foundation for a positive and therapeutic student-teacher relationship (Kennedy & Haydon, 2021). Five specific interventions compatible with both improving student behavior and building positive student-teacher relationships (positive greetings at the door [PGD], behavioral momentum, increased opportunities to respond [OTR], instructional choice, and behavior-specific praise [BSP]) are described.