This article investigates the link between teachers' appraisal of specific interpersonal situations in classrooms and their more general interpersonal identity standard, which together form their interpersonal role identity. Using semi-structured and video-stimulated interviews, data on teachers' appraisals and interpersonal identity standards were collected and analyzed using appraisal and interpersonal circumplex theory. Results show a variety of interpersonal identity standards, although the majority of the teachers mentions standards focusing on the codes steering and being friendly. The situation "reacting to student positive behavior" evoked most appraisals that confirmed identity standards. For 13 of the 29 teachers, their identity standard matched with their appraisals. In most cases, however, this match was only to some extent (10 teachers) and sometimes not at all (six teachers). The results suggest that teachers can enhance their relationship with students by becoming more aware of the meanings teachers attach to this relationship in specific situations.