Research suggests that quality teacher-student relationship promotes student development in various domains including school engagement which consists of behavioral, cognitive, and emotional components. While associations between school engagement and academic achievement have been widely studies, predictors of school engagement have been less investigated. The current study examined the structural association between teacher-student relationship and school engagement in a sample of Korean upper grade elementary school students. Depending on informants of teacher-student relationship and school engagement construct, four different models were examined to explain the structure of the association among teacher-student relationship and three different dimensions of school engagement (i.e., behavioral, emotional, and cognitive engagement).