This paper is a summary of a pupil voice research project conducted to investigate the influence that teacher-pupil relationships have on pupils' feelings of engagement with their school. The study involved two year groups (12-13 and 14-15 year olds) in a rural secondary school in Cambridgeshire. Data sources were collected through a questionnaire and follow-up focus groups and pupil interviews to explore pupils' opinions and experiences of learning relationships and their impact. Findings include pupils' identification of the features of effective teacher-pupil relationships and their perspectives on how these have a positive influence on their levels of motivation and engagement at school. (Contains 1 note.)