The researcher examined the perceptions of students, teachers, and the administrator at an urban elementary school in a district in the southwestern region of the United States that has made a long-term investment in social-emotional learning and restorative practices. The researcher used qualitative research, which included semi-structured individual interviews with students, teachers, and the administrator, as well as collected survey data from fifth and sixth grade students. Research questions addressed the perceptions of students, teachers, and the principal on how the use of restorative practices and teaching of social-emotional learning impacts relationships between teachers and students. The findings suggest that the students at this school overwhelmingly perceive their relationships with their teachers to be strong, due to being taught how to build empathy, being motivated by their teacher, and having emotional awareness. Teachers have noticed a change in the relationships they develop with students through the implementation of empathy building strategies, such as trust circles and restorative conversations to solve conflicts and problems in their classroom and through the explicit teaching of social-emotional learning, specifically teaching students how to identify their emotions. The study further describes implications for educators, as well as state policymakers.