This study examined the behaviors that teachers in eight large urban high schools in a Northeastern state considered important for good teacher-student relationships. A factor analysis of teacher (N = 103) survey responses revealed three factors related to student behaviors: (a) demonstrating engagement and interest in schoolwork; (b) being respectful, rule-abiding, and cooperative; and (c) demonstrating positive social behaviors. Interviews with five teachers indicated teachers' preferences for students who tried hard in class, had a sense of humor, were respectful, and talked to teachers. Contrary to previous research findings, good teacher-student relationships were desired by teachers and easily established in these large urban high schools. Pseudonyms are used throughout this article to conceal the identity of teachers, schools, and the school district.