Limited research has examined the qualities of paraprofessional and teacher relationships in schools. Teachers' and paraprofessionals' ability to communicate and collaborate are important for guiding supports for their students. The present study examined characteristics affecting the professional relationship of paraprofessional and teacher pairs working within the same classroom across 58 elementary schools. A total of 108 pairs of paraprofessionals and teachers were asked to independently complete a multidimensional assessment of relationship quality, as well as a demographic survey. Findings overall indicate that both classroom teachers and their paraprofessionals rate their relationship qualities favorably, with paraprofessionals rating relationships more positively than teachers (ds = 0.28 - 0.34). However, there are differences in relationship ratings by race and ethnicity. Implications are discussed and suggestions are given so that paraprofessionals and teachers can continue to develop positive relationships.