Building strong relationships with students and creating a happy learning environment are indications of teacher-student rapport, which has an impact on students' psychological, behavioural, and academic outcomes. Therefore, this study aims to determine how students perceive their relationships with their teachers as developing concepts. A case study approach was used in this study, which is a kind of design for qualitative research or an object of study as well as a result of the inquiry. The 138 students who were voluntarily chosen from the 9th to 12th grades of an Anatolian high school in Kocaeli, Turkey, were the subjects of the data collection. The authors concurrently conducted a content analysis to reveal the fundamental meaning and structure of these opinions while collecting data from a convenience sample. According to research findings, teachers adopt a variety of rapport-building tactics that can either be favourably or poorly received by students. Effective rapport-building tactics include caring, which has the subthemes of appreciation and connectedness; patience and attention; love and esteem; and teaching, which only has the subtheme of being precious and successful. Poor rapport-building tactics include poor interpersonal interactions, which include the subthemes of indifference and discrimination, communication errors, threatening behaviour, and using derogatory language, and teaching, which has the subtheme of unsuccessful classroom management.