During adolescence, most teenagers look for role models other than their parents. Spending most of their time at school, they would expect teachers to take this role and to positively influence their development and achievement. However, teachers are limited by the curriculum requirements, time, and the school system in general. But, they can influence students through their feedback and relational trust. These means can make students feel supported, respected, and appreciated—qualities that adolescents always need. The fulfilment of these needs could not only impact adolescents’ sense of school belonging, but sustain adolescents’ positive behavioral, psychological, and academic development. Drawing on interview data from twelve grade 11 female students at one school in the United Arab Emirates (UAE), this paper explores the ways in which teacher-student relationships influence the development of adolescents’ sense of school belonging. Bronfenbrenner’s (1979) ecological system theory was used to study the proximal and reciprocal interactions between students and teachers at the microsystem level of the school. Results showed that adolescents had similar responses when it comes to teaching. They stated that most teachers tried their best to explain the subjects, but the lecturing style of teaching was boring to them. Rarely did teachers use group work or consider students’ opinions or preferences when they teach. Additionally, adolescents stated that not all teachers showed support and respect to them. Some teachers usually mocked them and this way would trigger resistance and disobedience. Consequently, the sense of school belonging for these adolescents was not high. Sometimes, they skipped classes and were not motivated to attend school.