Public education depends on the collaboration of adults to promote the success of the students who are served. Principal-teacher relationships are a necessary part of the overall learning environment established for students to grow and thrive. In an urban educational setting these relationships can be tested, especially in the transitional grades typically associated with middle schools. Principals are finding that they must consider the relationships with teachers through the lens of academics and physical and emotional safety. This study was conducted to contribute to the present body of literature on educational leadership and adult relationships in the educational setting. The three research questions examine the elements of strong principal-teacher relationships, the characteristics within a school to make a strong learning environment through physical, emotional, and academic safety, and any association between the quality of principal-teacher relationships, safety, and learning. Utilizing Q-methodology, urban principals and teachers from Northeast Ohio completed a Q-sort and open response survey. Q-methodology allowed for value to be placed upon statements to relate leadership qualities, safety, and relationships. Results and implications center around expectations for both principals and teachers, and that safety needs to be considered beyond the typical physical safety characteristics. [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.]