From the time they begin school, relationships with teachers are the foundation upon which children build their identities as students. Those relationships can either facilitate or impede learning. This is even more salient for students who struggle to meet grade level expectations and master academic demands. This study explored how elementary school students perceive the quality of their relationships with their teachers and whether those perceptions influence their academic growth in math. The impact of learning status (whether a student is considered a Tier 2 or 3 learner based on the Response to Intervention process) was examined, as was class placement (whether a student is placed in a general education or Integrated Co-Teaching class). The sample for this study included 42 third and fourth grade students from a suburban school district in the northeastern part of the United States. To assess student-teacher relationship quality (STRQ), students completed the "Classroom Teacher-Student Relationships" subscale from the "Panorama Student Survey." Growth in math was measured through Northwest Evaluation Association (NWEA) assessments. Simple linear regression, multiple regression analyses, and two-way between subjects ANOVAs were run. Learning status was significantly correlated with STRQ ratings. Students at the Tier 3 level reported less positive perceptions of STRQ than did students at the Tier 2 level. STRQ was not significantly correlated with class placement. Growth in math was not significantly correlated with any of the variables. Students demonstrated similar levels of growth in math regardless of whether they were designated as Tier 2 or 3 learners, their placement in either general education or ICT classes, and their ratings of STRQ. Although no significant correlations were found between STRQ and growth in math, STRQ was significantly correlated with scores on both the October and January administrations of the NWEA. Higher NWEA scores were correlated with more positive perceptions of STRQ. Students who had weaker scores rated their STRQ to be less positive. Results are discussed through attachment theory and goodness of fit frameworks. Limitations of the study, as well as implications for use of measures of students' perceptions in elementary schools, are addressed. [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.]