Within the learner-teacher relationship, learners receive messages of who they are in the eyes of the teacher and in this way their self-configuration is shaped by the interactions with their teacher. To understand their self-configuration experiences it is important that their voices be heard regarding their own experiences within their relationships with their teachers. This article focuses on learners' self-configuration experiences within this relationship from the Gestalt field theory and Dialogical theory of self-perspectives. A qualitative case study design was followed with nine learners with mild learning difficulties. The participants were purposively selected and participated voluntary. The results showed that, when teachers spend time with learners, they ascribe meaning to themselves, feeling valued, confident and experiencing a sense of worthiness.