Introduction: Relatedness--a sense of meaningful connectedness and belonging--is one of the basic psychological needs proposed by self-determination theory. Statement of the Problem: The current literature lacks evidence-based strategies that support student relatedness in the college classroom. In education, research has indicated "what" strategies support relatedness, but not "how" to implement this well-established and important concept in the college classroom. Literature Review: Self-determination theory suggests that supporting relatedness between the instructor and students, and among students, can foster intrinsic motivation, internalization of extrinsic motivation, and performance in educational settings. Teaching Implications: We present four evidence-based relatedness-supportive strategies--facilitating learning connections, preventing student self-silencing, providing and receiving feedback, and developing a student-centered classroom--to help promote greater student engagement and success in the classroom. We also share our examples and experiences applying these strategies as an instructor and an undergraduate teaching assistant in a physiological psychology course. Conclusion: Feedback from students and our reflections suggest that the four strategies are effective, which can be adopted and adapted by other instructors to implement in their classrooms.