The purpose of this study was to explore whether teacher-student relationships could be strengthened if we knew what impacted the cultural background of middle school teachers. Using a quantitative correlation research design and a multiple linear regression analysis, I examined the relationship between one dependent variable, Teacher-Student Relationship (TSR) and four predictor variables, Individualism versus Collectivism (IvC), Monochronic versus Polychronic values (MvP), Universalism versus Particularism (UvP), and Activism versus Fatalism (AvF). This research relied on prior studies centered around teacher-student relationship, the theory of cultural humility (Foronda, 2020), and values orientation theory (Kluckhohn & Strodtbeck, 1961). The analysis explored teacher-student relationship as measured by self-reporting of 81 middle school teachers and resulted in a significant relationship among individualism, universalism, activism and teacher-student relationship. A regression equation was found (F(3,77) = 9.094, p < 0.001), with an adjusted R[superscript 2] of 0.233. Participants' predicted Teacher-Student Relationship was equal to 3.825 -0.181 (Individualism) -0.225 (Universalism) + 0.238(Activism) when individualism, universalism, and activism were measured by a Likert-type scale from 1 to 5, 1 being low and 5 being high. [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.]