Transcendent teacher-learner relationships are spontaneously occurring ones in which teacher and learner transcend, or go beyond, their traditional interactive roles; transcendent teacher-learner interaction is mutually reciprocal, liberating, and growth-oriented. This paper discusses data collected from students enrolled in an early childhood Master's degree course on the topic of transcendence in teacher-learner relationships. Data consists of journal writings, class inquiry, and class discussions completed during a Teacher-Learner Relationships course. Characteristics of transcendent relationships are identified, including mutual benefits for both relators and how frequently such relationships have positive impact. The implications of such relationships are discussed, as is their significance for learning scenarios that otherwise may be crippled by teacher-learner alienation, and learner non-engagement and non-ownership of the learning process. By exploring and analyzing the stories of those who have enjoyed transcendent relationships, the paper identifies: the qualities and characteristics indicative of transcendent atmospheres and interactions, how transcendence in teaching-learning relationships has been invited and facilitated, how learning has been broadened and enhanced within the context of transcendence, how transcendent relationships have facilitated the development of learning communities, and how transcendent phenomena affects relators. Contains 15 references. (JPB)