The purpose of this investigation was to examine associations between different child characteristics and conflict, closeness, and dependency within teacher-student relationships. The participants were primarily students of color from lower socioeconomic status backgrounds in a large urban school district. The strength of associations between student demographic variables, academic orientations, behavioral orientations, and aspects of teacher-student relationships was examined. Findings indicated that these variables accounted for a significant amount of variance in teacher ratings of conflict and dependency in teacher-student relationships. Externalizing and internalizing symptomology demonstrated the strongest associations with the conflict and dependency relationship constructs. Preliminary implications of these findings for teachers and school psychologists are explored. (Contains 5 tables.)