The purpose of this study was to understand the relationship between student self-efficacy, student motivation, student-teacher relationship, and teachers' perceptions of student motivation in the science classroom. Using a relational correlational design, the researcher utilized teacher and student surveys to measure student motivation in a science classroom. Data was collected from two school districts located in the Southeastern United States. A quantitative research method was appropriate to correlate variables in search for student motivation. The study results confirmed the issue of negative student motivation in a science classroom extends from the elements of what students consider valuable, relevant, and relatable in a science lesson. The study provided a new outlook on student-teacher relationships as it relates to student motivation. [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.]