Relationships matter in the classroom. The connections elementary school teachers build with their students throughout the school year can affect learners as they move to secondary education. African American boys in third through fifth grade receive discipline consequences that remove them from classroom instruction, negatively impacting success in demonstrating proficiency in English language arts (ELA) and resulting in discipline referrals in the classroom. The purpose of this qualitative study was to explore how third- through fifth-grade teachers' relationships with African American boys impact classroom behavior and ELA achievement in schools located in the southeastern United States. This study used Maslow's hierarchy of needs theory as a framework to understand how teachers building relationships with their students can produce positive behavioral and academic outcomes. Convenience sampling was used to recruit participants using social media platforms for the study and to ask them to participate in a semi-structured interview. The researcher collected, transcribed, and categorized interview data by themes. The results of this study suggest evidence of positive teacher-student relationships leading to positive behavioral and academic outcomes in the elementary classroom. Findings from this study may inform future interventions and supports of relationship-building professional development provided to elementary school teachers to boost student-reading achievement and promote positive behaviors among Black boys. [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.]