The methodology selected for this inquiry was a secondary source review as I felt this would be the most effective, and academically sound, means to handle the investigation. I choose to do a literature review complimented by an overview of other sources that pertained to the issue. The sources I selected for the literature review were those that I felt most strongly pertained to the stated inquiry question and that I felt were strongly evidential of different types of positive benefits that could result from teachers actively building relationships with their students. The reviewed articles were also most applicable to high school aged students, the focused subject of my investigation. Furthermore, I felt that the reviewed articles also contained important information that would help inform the educator on methods and specific aspects of the relationship that would yield positive benefits. To compliment the literature review I conducted a generalized review of a plethora of academic articles that were orientated on relationship building, positive benefits, and high school students, but may not specifically address all three aspects simultaneously. Thus I siphoned selections of information that support and compliment the findings from my literature review. Overall my methodology will be employed to build a strong list of positive benefits and create a cohesive overview of the positive benefits, and at times, the processes behind these benefits for high school students.