The purpose of this case is to examine the connection between the pedagogical practices of standards and relationships. Although research supports the importance of both practices, current efforts often construct a situation where educators must choose between the two. This perception pits one practice against the other, demanding educators choose a side without first reflecting on the validity of the dichotomy. Instead of forcing a choice between standards and relationships, this case explores alternatives for administrators to construct a more holistic pedagogical approach to learning that begins at the intersection of the two practices.