Abstract Ecological principles of interdependence hold true in the complex system of a classroom: the wellbeing of one member affects and is affected by every other member. In fact, this interdependence extends beyond the members of the classroom to also include the ideas, curricula, and classroom structures, each weaving between and influencing the others. As living organisms (and ideas are indeed living), "Our very existence is relational" (Eisenstein, 2013, p. 15). This mixed-methods study investigated both the causes and the outcomes of positive teacher-student relationship in the classroom, with particular attention paid to student engagement. Student perspective, collected via pre- and post-student perception surveys as well as through small focus group conversations, provided a basis of both quantitative and qualitative data. Participants were 70 ninth- and tenth-grade students in two regular-track and one honors math class. Significant discrepancies between regular-track and honors student experiences were found in this study, with some contributing factors discussed; however, the myriad causes of those discrepancies are beyond the scope of this research. Rather, this study discusses the actionable components of a vibrant classroom ecology, with trust, engagement <-> relationship, and kindness emerging as the most significant contributing factors. Keywords: Classroom ecology, teacher-student relationship, engagement, trust, interbeing