The student-teacher relationship is an important component of teachers’ and students’ classroom lives. The student-teacher relationship influences students’ academic achievement, engagement in school, and peer relationships (Ray, Henson, Schottlekorb, Brown, & Muro, 2008). Positive teacher-child relationships affect the success rates of students across time; more involvement in school, higher grades, and more cooperative relationships with teachers. Conversely, a teacher-child relationship characterized by conflict correlates with lower academic involvement in the school system. The purpose of the Play-Based Teacher Consultation (PBTC) program is to strengthen the relationships between students and teachers on an individual basis. Furthermore, through the application of PBTC, teachers can become more connected to the classroom as a whole, demonstrating more positive interpersonal skills with their students. During the initial application, the PBTC program increased teachers' positive statements in the classroom, reduced teacher criticism, and increased teacher reported closeness with students.