This qualitative descriptive case study explored how instructional staff at K-12 configured charter schools describe their positive relationships with students by identifying the components that constitute positive relationships and how they employ relationship-building strategies to support student performance. The research questions that guided this study are: What components do instructional staff at K-12 configured charter schools identify to constitute a positive relationship with students? What relationship-building strategies do instructional staff at K-12 charter schools employ to help support student performance? This study will fill the gap identified in the literature by identifying what constitutes positive relationships and how educators intentionally establish and sustain those relationships. This study provides understanding of what instructional staff perceives to constitute positive relationships as well as what they do to build these relationships and support student performance, helping fill the gap in the literature. The study is designed as a descriptive case study on K-12 configured charter schools exploring how people, specifically instructional staff at a specific school site, describe their experiences regarding positive relationships with students and the strategies they employ to support their performance. The target population for this study derive from the staff of a K-12 configured charter school. Servicing a high percentage of low-income students, and minorities, which is proportionally greater than the county's, the school site is adequate for the research study. The study was designed to sample 10 instructional staff members at a school site, interviewing two teachers from each grade-level band (K-2, 3-5, 6-8, 9-12) which would allow for adequate sampling across the grade levels. This sample size allows for sampling of a curriculum specialist and a paraprofessional, bringing the total sample size to 10; however, only 7 participated in the interviews due to limitations that came about with the COVID-19 pandemic. The strategies evoked by the participants, that emerged as themes in the data analysis were motivation, communication, continuity, and distinction regarding what was not helpful in building or sustaining positive relations, emotional instability, and non-restorative disciplinary action. The research findings partially answer the research questions. Identifying "challenging directly" and "time/attention" as the components that the instructional staff deem to constitute positive relationships with students, answer the research question while leaving ambiguity in how these can be realized. Similarly, the second research question is also partially answered with motivation, communication and continuity as the identified necessary strategies but lacking the guidance on how to do so. [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.]