This mixed-method research study aims at an analysis of the role of teaching styles in the development of school alienation and behavioral consequences. Applying an in-depth design, this study combines a quantitative panel study, a student survey (grades 5-6), and qualitative focus groups with Luxembourgish primary school students (grade 6). Methodologically, we aim to demonstrate potentials and limits of integrating quantitative and qualitative research. Quantitative results show that teaching styles affect students' alienation from teachers and from learning, and eventually from classroom participation and social behavior. Qualitative content analysis reveals that students characterize a fair teaching style as the equal treatment of all students regarding classroom rules and teachers' empathy for students' intentions.