Federal and state legislations continue to mandate high-stakes testing for American students. Consequences of high-stakes testing include but are not limited to, low teacher efficacy, narrow teaching strategies, lack of student motivation, and the feeling of insecurity in classrooms by the students. The purpose of this study was to gain a deeper understanding of the teacher-student relationship in the classroom and how they are influenced by high-stakes testing and to enrich the conversation regarding standardized testing and its possible effects on teacher-student relationships. Attachment theory was used as the framework for this study. The theory posits that if a child feels safe, they will be more eager to explore their world, which, in turn, promotes their autonomy. Research shows that teachers can be "ancillary caregivers," providing a secure base for children in their classrooms. Using the nexus of third-grade high-stakes classrooms, this qualitative study involved using semi-structured individual and focus group interview questions with eight teachers in North Carolina. The study reveals that teachers want to develop quality relationships with their students and believe that building relationships positively impact student achievement. Additionally, teachers assert that the high-stakes testing environment hinders their ability to develop quality relationships with their students. [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.]