In the current elementary school environment of increased academic and administrative demands on schools and teachers, it has become increasingly challenging to maintain the personal teacher-student relationships that form the basis for learning. In this qualitative study, we conducted focus groups with 17 elementary students and 6 elementary school teachers to ascertain their perceptions of caring in teacher-student relationships. The degree of similarity and dissimilarity between teacher and student perceptions of care was also examined. Our findings suggest three primary categories that students and teachers found important in demonstrating caring: meeting physical needs, fostering emotional well-being, and providing strategic assistance. Two areas of dissimilarity in defining care identified were keeping children safe and supporting children's academic work as caring. The developmental level of participants appeared to influence their perceptions of caring. Stressors and challenges to fostering caring relationships are discussed, as well as implications for teachers, schools, and policy makers. (Contains 1 note and 1 figure.)