This qualitative case study examines the intersection of the legacy of Mister Fred Rogers as a master relationship-builder, and his impact on relationship-building between educators and students in contemporary classrooms. The timeless relationship-building practices of Fred Rogers, as well as the ways educators are extending Mister Rogers's relationship-building practices, are examined. After a review of the literature and data, common relationship-building strategies educators are using as a direct result of studying the legacy of Fred Rogers are identified. These relationship-building strategies are described as effectively having a positive impact on students in the classroom, thus improving teacher-student interactions and school climate. [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.]