The Responsive Classroom (RC) approach is an instructional delivery and social-emotional learning intervention designed to provide teachers with skills needed to create caring, well-managed classroom environments that are conducive to learning. This study examines the extent to which RC training predicts close student-teacher relationships, as well as negative relationships. Sixty-three fifth-grade teachers and 387 students in 20 schools participated in this study. Schools in the study were randomly assigned to the treatment (RC) or a waitlist control. Observers rated teachers' use of RC practices, and teachers reported their use of RC practices and relationship quality with each child. RC training did not directly predict close or conflictual student-teacher relationships; however, an indirect effect was noted. Training in the RC approach increased teachers' use of RC practices, which in turn related to increased closeness. No indirect effect emerged when predicting conflict. Findings suggest that, with sufficient dosage and adherence, RC practices are one way of boosting close student-teacher relationships.