The main goal of this thesis was to determine the relationship between the teacher's self-assessed relationship with the student with disabilities and the student's gender, age, school success, an appropriate educational program and the perceived need for behavioral correction. Teachers and their students from the first to the eighth grade in elementary school took part in the study. The sample consisted of 1072 students from 11 counties and 111 schools. Teachers have completed a survey questionnaire for the same number of students in the classroom they think or feel that they have difficulty in teaching or outside teaching. According to the basic results of the research it was found that teachers also saw their relationship with girls and boys alike. Teachers with the youngest students have a very good relationship, with some older students unsatisfactory relationship, while with the older students they have a good relationship. Teachers have the best relationship with the students of a better academic achievement, with students of good academic success teachers have good relationship while unsatisfactory relationships have with students with lower academic achievement. Teachers are equally aware of their relationship with students in regular programs and those with some other type of program. There is a relatively greater number of students for whom the teacher points out that he has a dissatisfied and good relationship between those who think he needs correction in behavior, while relatively fewer students with a very good relationship with the teacher among those whom the teacher thinks they do not need help in correction behavior. The contribution of this thesis is to provide knowledge about the relationship between teacher and student with behavioral problems through the results of research and recommendations to improve the relationship between teachers and students with behavioral problems.