The role that the student-teacher relationship has on students’ academic motivation was studied utilizing a phenomenology /hermeneutics technique with four 6th grade participants, three 8th grade participants, four 10th grade participants, and four 12th grade students. Results of the study suggested that student motivation is fostered when teacher support, teacher caring, teacher patience, extrinsic rewards, an emotional connection with the teacher, teacher expectations that are neither too high nor too low, and teacher motivation are present. Results also suggested when students witness other teachers harshly correcting other students, academic motivation is negatively affected. Finally, student maturity may impact motivation, as well as fun or interesting assignments, and a calm classroom atmosphere. Limitations and implications of this study were discussed.