This study investigates the impact of instructor-student relationships on student learning outcomes in higher education settings. The problem addressed by this study is student learning is negatively impacted by poor instructor-student relationships. The purpose of this qualitative interpretive descriptive study was to examine instructors' attitudes and beliefs about their instructor-student relationships with students. The study utilizes a qualitative interpretive descriptive design to explore the nuances of instructor-student relationships, focusing on empathy, communication, and support as key elements. Data collection involved a qualitative questionnaire administered to instructors at Central Texas College in Texas, employing a purposive sampling method due to limitations in accessing participants. The data was analyzed using thematic analysis, with Braun and Clarke's Six-Step Thematic Analysis framework guiding the process. Key findings reveal the significant role of communication, support, and inclusivity in fostering positive instructor-student relationships and enhancing student success. Moreover, the study underscores the importance of instructors' attitudes and beliefs in motivating students and improving academic performance. Implications of the findings suggest the need for educators to prioritize the development of positive relationships with students by promoting fairness, diversity, collaboration, and effective communication. More findings include fostering inclusive classroom communities, providing regular feedback, and promoting student-centered actions and discussions. In summary, this study highlights the importance of cultivating supportive instructor-student relationships in higher education. By recognizing the impact of instructors' attitudes and behaviors on student outcomes, educators can create a conducive learning environment that fosters student engagement, motivation, and success. These findings contribute to the ongoing discourse on effective teaching practices and underscore the importance of building positive teacher-student relationships in higher education settings. Future research can be conducted to gain a detailed understanding of how educators can actively promote diversity and effective teacher education. Gaining the understanding will help to cultivate positive relationships between instructors and students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]