A number of studies have found that teacher-student interaction plays a significant role in student learning and in the quality of teaching. A number of studies have found that teacher-student interaction plays a significant role in student learning and in the quality of teaching. However, studies of teacher-student interaction on art and design college students are missing. As a result, The purpose of the current study is to investigate the relationships among students' perceptions of instructor-student interactions, students' satisfaction, and students' achievement outcomes. The sample for the current study consisted of 104 second-year art and design students from five sections of an Introduction to Animation course in Macau. The present study found support for associations between specific teacher-student relationships, levels of student satisfaction and engagement, and academic performance. Based on a stepwise regression analysis, however, "strict" was the sole predictor of academic performance (with stricter teacher behavior leading to lower student performance), and only 8% of the variance in academic performance could be explained by our model. Limitations and suggestions were also discussed.