The purpose of this study was to seek understanding of the experience of those who support students with high needs in regular classes. Seven teacher aides were interviewed, with the interview and data analysis guided by Heideggerian phenomenology. The findings reveal that teacher aides are unprepared for the responsibility or the relationship that develops with students. The nature of this relationship is brought to light, revealing meaning for teacher aides' mode of caring and how they provide support. As they embody experiences of the student as their own, teacher aides feel "one step away from mother". Their support goes beyond the boundaries of the school day, as they constantly worry and plan ahead. Their hearts are shackled. Serious concerns arise for teacher aides and students when there is an absence of awareness and acknowledgement of the nature of the relationship being created.