<p>This study examines strategies that teachers apply to establish positive teacher-student relationships (TSRs). Positive TSRs have been documented to promote a positive learning environment, strengthen academic and social development, and prevent and/or decrease the frequency of disruptive behavior. The sample consists of 40 Norwegian teachers working in lower secondary schools and upper secondary education. Through qualitative semi-structured interviews with 40 teachers, the study identified key strategies that could develop positive TSRs. These include building meaningful connections (such as effective time management and displaying genuine interest in students’ lives) and adaptive and engaging interaction (including sensitive communication and facilitating informal interactions). Building TSRs was also identified as an ongoing and multifaceted process that requires continuous effort from teachers. Positive TSRs involve balancing professional boundaries with relatability and approachability, which can be used to nurture trust and openness in schools. Finally, we apply artificial intelligence (AI) in our approach to qualitative data analysis.</p>