This paper investigates the student-teacher relationship among minoritized primary school pupils in Flanders, Belgium, who attend both mainstream and supplementary schools, educational initiatives organized by their communities in the weekend. Despite the recognized significance of this relationship, research often overlooks the experiences of students with migration backgrounds, and especially those of primary school pupils. This study aims to comprehensively understand the student-teacher dynamic by exploring both the academic and the affective side of the relationship from the perspective of the children. While prior research mainly focuses on secondary school students and mainly uses quantitative data, this qualitative study delves into the primary school context. Minoritized pupils, who attend supplementary schools in addition to their mainstream schools, provide a unique opportunity to examine student-teacher relationships across varied educational settings. Through 13 open ended in-depth interviews with a total of 29 pupils aged 9 to 12 attending both types of schools, the study uncovers which aspects of their student-teacher relationships the pupils perceive as supportive, in each setting. The findings reveal both shared and distinct experiences within different contexts, shedding light on the intricate interplay of expectations, teacher attitudes, and relationships. By investigating affective and academic dimensions of the student-teacher relationship from the experience of minoritized pupils, this paper adds to our understanding of the student teacher relationship. The insights emphasize the need to support the diverse needs of minoritized pupils in complex educational environments, offering recommendations for policymakers and suggesting future research directions.