Some boys thrive in school; many do not. There is a growing consensus that many boys' scholastic performance is failing to keep up with the new knowledge economy. As troubling as this trend in boys' scholastic performance may be generally, school troubles are neither universal nor normative. The intriguing fact is that some boys in most schools find their footing, become productively engaged, and even exceed expectations. In 2010-12, the International Boys' School Coalition, a collection of nearly 300 schools of all kinds--from fully fee-based to fully government-funded, from elite to lottery-driven--partnered with the Center for the Study of Boys' and Girls' Lives in an effort to conduct a large-scale study of how and why certain boys succeed and, more specifically, how the quality of their learning relationships contributes to their success. Researchers had been drawn to the student-teacher relationship by boys themselves in an earlier study. From their resounding validation of teachers who inspired, helped, and uplifted them, it was concluded that for boys, "Relationship is the very medium through which successful teaching and learning is performed." This relationship can best be described an a working alliance in which students are those seeking to grow, and teachers serve as relationship managers. This article asks the question: How do busy teachers carry out the role of relationship manager? Examples of how other schools create professional environments where teachers can review their relational difficulties with colleagues, department chairs, curriculum specialists, and other administrators who can collaborate, inspire and encourage them are provided.