This qualitative study describes and analyzes the perspectives of students with challenging behaviors regarding what they believe contributes to student teacher relationship quality. The conceptual framework guiding this study was informed by research in the following areas: transactional theory, self-efficacy theory, and teacher-student power dynamics. The research design utilized focus groups of students in grades 5-12 attending one of two alternative public schools for students with disabilities who exhibit challenging behaviors. Follow up focus groups were conducted at each of the alternative schools to check for the accuracy of data. Additionally, one focus group of teachers was also conducted at a different alternative school to provide comparison data to student responses. The following research questions were explored: 1) How do students who exhibit challenging behaviors define positive student teacher relationships, for example, what factors do they believe contribute to positive relationships? "How do their perceptions compare with teacher perceptions?" 2) How do students who exhibit challenging behaviors define negative student teacher relationships, for example, what factors do they believe contribute to negative relationships? "How do their perceptions compare with teacher perceptions?" 3) Is there any indication that students believe teacher behaviors; student choices in classrooms; and students' self-efficacy influence teacher-student relationship quality? "How do their perceptions compare with teacher perceptions?" The findings suggest current service delivery models create barriers to developing and sustaining positive teacher-student relationships. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]