Researchers have determined that positive teacher-student relationships are key to students' academic and emotional success; however, new teachers need to be taught the specific skill-set of how to build relationships. The purpose of this study was to understand the perceptions of new teachers regarding building of relationships with students to facilitate behavioral instruction. A single qualitative case study was used to explore new teacher's perspectives on how their pre-service programs prepared them to build relationships with students. A semi-structured interview protocol was used with 13 new teachers from two different school districts. Due to COVID-19 health crises, interviews were conducted using an online platform. The researcher recorded sessions, typed individual transcripts and used the NVivo software to identify patterns and themes. One theme in particular emerged: although several conversations occurred in pre-service teaching classes regarding the importance of building relationships, pre-service coursework did not include a specific class focusing on these skills. Therefore, a recommendation for practice is to add a class to teacher pre-service programs that teaches how to build relationships. It is also recommended to include practicum hours for that course so that there is an opportunity to practice learned skills and apply new knowledge. A recommendation for future research is to conduct a larger scale qualitative case study with more than two school districts and more than 13 participants to include observations, surveys and documentation. [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.]