Background: In the wake of the COVID-19 school closures during 2020, there was much concern about the transition back to in-person classroom teaching and learning, given the many safety protocols in place that could make it more difficult for teachers to connect with students. Purpose: This small-scale case study from the USA sought to gain insight into teachers' experiences of building and maintaining relationships with students during the return to in-person schooling in the 2020-2021 school year and consider implications for teaching and learning beyond the pandemic. Method: An interview protocol that stimulated discussion about relationships and involved diagram creation was used. This allowed the experiences of two teachers to be explored, in depth, through the lens of emotional closeness. Both teachers were interviewed at four points during the school year. Data were analysed qualitatively. Findings: Through close analysis of the data, the two teachers' experiences of forming and maintaining relationships with students emerged. Findings resonated with some previous research on teacher-student relationship formation and also drew attention to the nuanced changes of habit on the part of the teacher that were required in terms of initiation and engagement. Conclusion: The study highlights the significance of teachers' adaptive expertise, which can often be overlooked in daily practice. More broadly, it suggests a need for teacher education to place emphasis on the development of relationship skills, for the benefit of teachers and students alike.