This qualitative case study was designed to better understand the phenomenon of how identified "distinguished" upper elementary educators within Domain 2, "The Classroom Environment," of Danielson's (2007) "Framework for Teaching," create and sustain a learning environment that fosters genuine respect and care, and how supportive teacher-student relationships with every child are established and maintained. Four elementary classrooms that included 73 students were studied. Educators and students shared their perceptions of what constituted a respectful and caring learning environment and the teacher characteristics they deemed as essential in establishing and maintaining supportive teacher-student relationships. Two overarching research questions guided this study: "How do upper elementary teachers create a classroom environment of respect, rapport, and care?" and "How do upper elementary students perceive a classroom environment of respect, rapport, and care?" Data collection consisted of a survey, a one-on-one interview, and a group interview with the teacher participants. In addition, two classroom observations and a student questionnaire were administered. Findings showed that educators' philosophical belief in establishing and fostering a shared learning environment was crucial to creating and sustaining a genuinely respectful and caring learning environment. Strategies that were prevalent across all participants were: attending to the physical layout of the classroom; establishing clear routines and procedures beginning the first day of school; working with the students to express what the environment should look like, sound like, and feel like; engaging in daily academic and personal conversations with every student; and listening attentively. Students expressed the importance of having a kind teacher who supported them and continuously helped them academically and in ways that fostered their social-emotional health. In particular, student data clearly describes what teachers should not do (yell, embarrass, ignore, and humiliate) if they wish to foster a caring environment with academic consequences. Ultimately, recommendations are offered to practitioners and school leaders as to how a supportive classroom environment can be established and maintained for the academic, social, and emotional health of all students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]