The problem addressed by this study was the high dropout rate of Latinx students precipitated by academic problems and exacerbated by poor student-teacher relationships. The purpose of this qualitative narrative case study was to understand how student-teacher relationships affected Latinx students' decision to drop out of school. The guiding framework for this study was attachment theory. Eight participants were selected using purposive and snowball sampling. They participated in a semi-structured interview and also answered open-ended journal prompts. Four research questions guided this study. The first focused on how Latinx students perceived their reasons for dropping out, and the themes were hardships encountered and feelings of guilt, apathy, freedom, and regret after dropping out. The second asked how they perceived the student-teacher relationship after dropping out, and the themes were non-caring teachers with a sub-theme in teachers only working for a paycheck and a second theme of caring teachers. The third question centered on what affected their lack of academic success in school, and the themes were trying to fit in with friends, lack of interest and motivation in school, and teachers being an obstacle. The fourth question focused on what they thought could have improved their relationship with their teacher, and the themes were teachers being available and behaving better themselves. Findings showed that many participants had good relationships with their middle school teachers, but in high school, they had difficulty developing relationships. There were several causes, including personal situations outside of school and problems inside the school, including discrimination. Consequently, they dropped out. It is recommended that teachers receive professional development to better understand their students, particularly their minority students' life situations. Future studies should investigate students' relationships with their middle school teachers and why those relationships are better. [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.]