Quality teacher-student relationships are linked with numerous valued student outcomes. Yet, questions remain about how to best facilitate these relationships. Social perspective taking--the process of discerning others' thoughts, feelings, and motivations--is critical to relationships; yet, its promise as a facilitator of teacher-student relationships remains largely unknown. This study examines associations between social perspective taking and teacher-student relationships in three secondary schools (N = 328 students; 62 teachers). As predicted, social perspective taking was consistently associated with teacher-student relationship quality. Specifically, the social perspective taking accuracy of one party was associated with the other party's perception of the relationship. For practitioners, these results underscore the promise of social perspective taking as a means to improving teacher-student relationships; for researchers, these findings signal the need to account for motivation, accuracy, and context in future investigations of social perspective taking. An appendix presents: Teacher-Student Relationship Scale: Student and Teacher Items. (Contains 2 footnotes, 1 figure, and 5 tables.)