This mixed-methods study addressed the professor-student learning relationship in higher education and perception of its helpfulness in learning among college students with diagnosed learning disabilities. The Relationship and Learning Questionnaire drew items from four previously researched instruments. Results identify students' preference for personalized learning and a hierarchy of helpfulness in learning and teaching strategies applicable to any classroom. The study supports previous research on the impact of positive teacher-student learning relationships on learning, including caring pedagogy and the perspective that teaching is a helping profession. It helps to fill a research void by providing evidence that, beyond grades K-12, the learning relationship continues to matter.