This study examines the historical connections between a Rogerian approach to management practice and business education at the Harvard Business School during the middle of the 20th Century. Rogerian relationships emerged after a small group of Harvard researchers, directed by Elton Mayo, fostered the creation of a new learning curriculum based on organizational experiments they conducted at the Hawthorne Works in Cicero, Illinois in the first part of the 20th Century. Soon after the end of World War II, evidence suggests that the research and counseling programs of the group fostered the adoption of a Rogerian approach to teaching management practices devoted to understanding interpersonal behavior in the workplace. The archival and interpretative methods used for this study involved visits to the Baker Library Special Collections, the Manuscript Division, Library of Congress, and the Center for the History of Psychology. Over 70 classes dating from 1936 to 1983, related to human relations and organizational behavior at the Harvard Business School, were examined. Archival analysis of scholars contributing to this history included Maslow, Rogers, as well as the professors who created, developed, and taught the original human relations courses at the Business School. These included Lawrence, Lombard, and Roethlisberger. Primary sources analyzed covered a broad range of artifacts including class syllabi, audio recordings of doctoral seminars, personal communication, school catalogs, personal interviews, and case method studies. Four general periods were identified that show an evolving and interdisciplinary treatment of ideas related to Rogerian concepts as applied to management practice. The first period produced an essential theoretical framework for the new teaching platform. The second period introduced the practice of non-directive counseling into the classroom and the third and fourth periods extended educational efforts that expanded the development of advanced business skills. In addition to Rogers, psychologists whose ideas contributed to various aspects of the client-centered approach included Bugental, Combs, Gordon, Maslow, and Snygg. The results of this historical study conclude that Rogers' (1951) client-centered approach was an integral part of management practice at the Harvard Business School, especially in the context of interpersonal communication. [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.]