This four-article dissertation is about fostering learning relationships online during the COVID-19 pandemic with undergraduate teaching fellows and adolescent learners enrolled in a summer enrichment program (SummerSpark). I, along with six undergraduate students (teaching fellows), created a "relational learning community" (RLC) to deepen our teaching practice and process the impact of COVID-19 on our lives and the lives of the adolescent students enrolled in the program while developing strategies to improve relational connections with learners. Chapter 1 is an introduction to a pedagogical framework, Holding SPACE, developed to teach the emotional and relational concepts and principles that are known to effectively develop a thriving learning community. Chapter 2 describes how we created our RLC and the relational rituals that grounded and supported our learning. Chapter 3 is a co-authored paper on the teacher action research project that resulted from our RLC and the recommended strategies and action to deepen connections with learners online. Chapter 4 is a portrait that describes how a teaching fellow experienced, navigated, and understood learning relationships online using Lawrence-Lightfoot's portraiture and Mears' poetic narrative methodologies. This research brings to the fore the voices of undergraduate students learning to become teachers in a time that dramatically disrupted the educational field. Their stories and our teacher action research, frameworks, practices, and tools to support learning relationships online are shared, deepening and enriching the literature on relational learning. [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.]