The current study examined the extent to which teacher-child relationship contributed to school adjustment among 1310 elementary school-aged students and the degree to which this relationship was moderated by significant child characteristics. The results suggest a consistent and comparable effect for children across grades, gender, and types of school outcomes. Children experiencing behavioral or learning problems showed poorer school outcomes and were less able to benefit from a close teacher relationship when compared to peers without such problems. However, a protective effect was noted, such that children with developmental vulnerabilities "and" a close teacher relationship were significantly advantaged relative to similarly affected peers who lacked such relationships. The results are discussed in light of research and theory, and applications are made to school-based practices.