The connection between school success and the quality of the student-teacher relationship (STR) is especially salient for students with or at-risk for emotional and behavioral disorders (EBD; Zolkoski, 2019). However, the STR is typically poor for these students (Breeman et al., 2018; Crum et al., 2016) and little work has been done to understand what attributes of teachers and student-teacher interactions predict a STR that is high-quality for students with emotional and behavioral struggles (Van Loan & Garwood, 2018). To help address this gap, I conducted a convergent mixed methods single case research study to assess the effectiveness of an intervention for improving the STR for students with behavioral struggles and to explore and capture general educators' and their students' experiences of the STR over time. I conducted a multiple baseline design across three first/second grade student-teacher dyads to determine the effectiveness of the Establish, Maintain, Restore (EMR) intervention (Cook et al., 2018) with coaching and feedback for decreasing teacher reprimands, increasing affirmations, and increasing time spent interacting with their students. I also explored the effect of the intervention on STR quality and student behaviors. In addition, I conducted a multiple qualitative case study with the student-teacher dyads to explore their subjective experiences of the relationship-building process and feelings about one another over time. Quantitative intervention outcome data indicated that the EMR with coaching and feedback intervention had slight but positive effects for reprimands across teachers and mixed results for affirmations and time spent with students as well as mixed results for improving student behavior. Teachers reported that intervention was socially acceptable and that they experienced overall improvement in the STR. Qualitative outcomes indicated unique patterns of experience and perceptions of the STR across the three dyads that were underscored by similar themes across cases. Themes concerned the impact of context on dyadic interactions, the impact of teacher emotions on the STR, teacher need to balance conflicting priorities, and the importance of being responsive to student needs. Integration of these findings resulted in the development of STR profiles for each case and inferred mechanisms of behavioral and experiential impact on student-teacher dyads. Integrated outcomes illuminate the importance of attending to both internal experiences and outward behaviors in the STR, the importance of developing a supportive classroom context for quality STR development, and the complex effect that conflict can have on the quality of STRs. [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.]