Whenever educators are asked to identify the major problems they face, behavior management is near the top of the list. Research shows that effective teachers are able to build relationships with students and implement well-developed classroom procedures (Holt, Hargrove, & Harris, 2011, p. 18). Yet schools give scant attention to developing the competence of teachers to connect with students at risk. Positive relationships have particular impact on the academic success of students of low socioeconomic status and those with Hispanic and African American backgrounds (Bergin & Bergin, 2009). A longitudinal study by Hamre and Pianta (2001) showed that relationship problems between African American boys and their kindergarten teacher forecasted behavior problems that occurred during junior high school. When young children show initial behavior and learning problems, the response of the teacher will, in the words of Haim Ginott, either hurt or heal. The Kentucky Educational Collaborative for State Agency Children (KECSAC) provides funding and technical support to state agencies, school districts, and local programs to ensure that children at risk receive an equitable education. KECSAC serves over 22,000 state agency youth in alternative programs for students at risk. These young people face great hurdles in making successful transitions from alternative to regular school settings, and from secondary education to adulthood. In 2009, a year-long study, KECSAC BEST (Building Enhanced Services for Transition), focused on improving transition planning and services for these students. The study shows the need to provide all who work with challenging students the ability to build bonds of respect.