This study investigated differences between teachers' and teacher aides' perceptions of their relationship along the dimensions of authoritative/democratic supervision style, ownership of classroom outcomes, role dynamics of the relationship, and the perceived adequacy of the other participant. Results were obtained through administrations of four subscales consisting of polar adjectives concerning the dimensions of interest to 35 teacher and 34 teacher aides at four sites. Mean scores for both groups indicated that the relationships were viewed positively. Multivariate analysis of variance procedures indicated a significant difference between the teachers and the teacher aides on the set of dependent variable. Stepdown follow up produced a significant difference on the authoritarian/democratic dimension but the remaining residualized variables were not significant. It was concluded that teachers and teacher aides may view their relationship differently and that further study of their relationships is warranted. (Author)