Long stereotyped as not being interested in building relationships with teachers, boys actually search for--and are in need of--teachers who make meaningful connections with them, writes Reichert in this article. The author examines how school practices of the past and present have contributed to the so-called gender achievement gap and stresses how relationship building can help to close that gap. He also shares anecdotes from a study he conducted with 1,000 teachers in 36 schools around the world about relational teaching approaches with boys. In speaking with these educators and their male students, Reichert's findings included the fact that boys pin-pointed the quality of a relationship as a make-or-break decision to engage in class. He also gleaned seven strategies for teachers to use with male students, such as the importance of demonstrating subject-matter mastery, maintaining high standards, and accommodating a measure of opposition.