This article describes the use of emotion-focused therapy (EFT) to reduce conflict in the student-teacher relationship. A case study of a homeroom teacher and a sixth-grade student is presented. This innovative family treatment model is demonstrated to be a useful tool for improving the student-teacher relational system, resulting in amelioration of classroom behavior problems and positive teacher outcomes. The study emphasizes the compelling influence of emotion on interaction and attachment. A parallel process of maladaptive affective expression is demonstrated to maintain a rigid negative interactional cycle and preclude the development of a functional student-teacher bond. The study asserts an important role for the school social worker in promoting positive student-teacher relationships by using the principles and procedures of EFT and suggests the possibility of using this approach to strengthen teacher-parent relationships.