This study examined gender differences in the associations among teacher-student relationships and three types of school engagement (i.e. behavioural engagement, emotional engagement, and cognitive engagement) among elementary students by using Multi-Group Structural Equation Modelling (MGSEM). For both boys and girls, negative teacher-student relationships (i.e. "Conflict") had a stronger association with their school engagement than did positive teacher-student relationships (i.e. "Closeness"). However, several salient gender discrepancies were found. Specifically, "Conflict" had a stronger relation with girls' emotional engagement than it did with boys' emotional engagement. Girls' cognitive engagement had no significant association with their teacher-student relationship, while boys' cognitive engagement was predicted by both "Closeness" and "Conflict." Theoretical and practical implications were discussed.