Students spend a great deal of time at school, and the classroom is the source of many of their interpersonal relationships and activities. Although children's social adjustment to school was initially examined primarily through relationships with classroom peers, research increasingly has highlighted the significance of student-teacher relationships. The development of these relationships is a dynamic process that is built on the beliefs, values, and skills of both participants. This article describes how children's relationships with their teachers can be a crucially important influence, affecting students' connection to school, motivation, academic performance, and psychosocial well-being. (Contains 13 notes.)