As stakeholders in education reflect on best practices to support the constantly evolving field of education, a strong national interest in school climate has emerged. The problem addressed in this study is that unsupportive administrator-teacher relationships negatively impact school climate. Poor administrator-teacher relationships can lead to teacher turnover and burnout that impacts various stakeholders by decreasing student achievement, interrupting staff relations, and increasing teacher vacancies. The purpose of the qualitative case study was to gain an in-depth understanding of teachers' perceptions regarding the role of administrator-teacher relationships in promoting school climate in a large school district in Maryland. Weber's (1996) model of instructional leadership was chosen as the theoretical perspective underpinning this study. Through this qualitative case study, participants' perceptions were collected and analyzed to identify themes that emerged about administrator-teacher relationships and their impact on school climate. Using purposive criterion sampling, the study included 16 one-on-one semi-structured interviews and one focus group session. Thematic analysis was used for data analysis. The findings showed that to foster a positive school climate through administrator-teacher relationships, teachers want administrators that are visible daily to share expectations, have compassion, give honest feedback, and provide knowledgeable professional development. The findings revealed that teachers want administrators that genuinely get to know them, recognize their unique talents, and use this information to improve their pedagogy and advancement in the field. Recommendations for practice include professional development, a review of the hiring process, and an emphasis on building interpersonal skills. Future research could examine other stakeholders in a school to explore their relationships and their impact on school climate. [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.]