Teacher interactions play a crucial role in teacher-student relationships (Camp, 2011; KoLodziej, 2015; Satter 2013; Sevgi & Metin, 2020; Wilkins, 2014). The present study examined resolved negative teacher-student relationships to determine how teachers influence a resolved negative teacher-student relationship. I interviewed four high school teachers about the beginning, midpoint, and end of a resolved negative teacher-student relationship. The research design was a transcendental phenomenological approach. I used a modified Stevick-Colaizzi-Keen model (Creswell & Poth, 2018; Moustakas, 1994) to analyze the data. The theoretical framework, the social learning theory, provided a foundation for the teachers' and students' impacts on teacher-student relationships, as the social learning theory acknowledges that individual behaviors are reflections of their perceived environment and interactions with individuals (Bandura, 1971; Bonior, 2016; KoLodziej, 2015; Lefrancois, 2019). The findings revealed that the teacher, student, and classroom environment contribute to and are influenced by negative and resolved teacher-student relationships. The findings also revealed that teachers resolve negative teacher-student relationships by having private conversations with the student in the negative teacher-student relationship and being consistent with their student expectations. This research is important to educators because it assists in recognizing the progression of a negative teacher-student relationship, giving educators the opportunity to intervene and repair these relationships, and perpetuates the teacher's pivotal role in a student's academic behaviors, experience, and performance. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]