Teacher-student relationship is vital for students' academic, emotional and social development, as well as for teachers' professional and personal development. This quantitative study examines teacher-student communication and relationship on Facebook among secondary school teachers (N = 180). We examined teachers' attitudes towards: (a) a policy that bans teacher-student Facebook connections; (b) using Facebook for learning. Overall, teachers were interested in broadening communication channels with students, in order to empower learning and interpersonal relationship. However, teachers also maintain traditional teacher-student differentiation; they approve using Facebook for learning and disagree with a banning policy, but also prefer using a professional profile for interacting with their students. Data regarding teachers' perceptions of relationship with their students and SNS-mediated communication present issues regarding means of communication, attitudes towards the policy of banning SNS, standpoints on using Facebook for learning, and preferred profile for communicating with students. We discuss these issues in light of academic, pedagogical, and inter-personal implications.