This dissertation investigated the relationship between students and teachers in the context of writing pedagogical practices and writing curriculum. This study sought to extend the understanding of classroom relationships, specifically centered around writing instruction. Three dyads of teachers and students were observed as they interacted and moved through the mandated curriculum and normal routines of the classroom. Through a basic, interpretive qualitative methodology using principles of ethnography, this investigation sought to identify, describe, and interpret the themes of relationships between teacher and student in the writing classroom. Over the course of several weeks, data was collected from the dyads through participant observations and audio/video recordings of these observations. Additional data, serving as a secondary dataset were collected from semi-structured interviews with the teachers and students, and writing samples were collected from the students. The relational themes were interpreted and described in detail as well as triangulated via secondary data sources. Results of this investigation demonstrated how the relationship between student and teacher influenced and interacted with pedagogical practices and curriculum. Five relational themes were identified and described in detail. [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.]