The study applies the lens of the ethics of care to understanding pedagogical practice in higher education. It addresses the dilemmas of building and maintaining caring relationships between academic staff and mature students transitioning from further education to a university programme delivered online. Teacher care is considered an important factor in students' outcomes, experiences, and well-being. The role of care is even more significant for students who find studying challenging, who may be academically unprepared, affected by lack of confidence, struggle with technical skills or grapple with personal and societal issues. The purpose of this study was to conduct a phenomenological inquiry into academic staff's perceptions and lived experiences of caring relationships with their students. Seven participants wrote reflective texts which were analysed, and the preliminary findings were discussed in a focus group with three participants. The data from the reflective texts and the focus group discussion was converged and led to identification of four themes which describe the phenomenon of caring relations as situated, individualised, reciprocal and demanding. These themes inform recommendations to provide support to the academic staff and students at the organisational level, which would lead to more effective relationships and improve the learning environment for all.