The purpose of this transcendental phenomenological study was to describe teacher perceptions of teacher-student relationships while using one-to-one technology to provide feedback. The theory guiding this study was Vygotsky’s theory of learning as it describes learning as a social process. A transcendental phenomenological design was used for this study with a social constructivist worldview as the study sought to understand the perceptions of teachers within the one-to-one learning environment and their relationships with students when providing feedback using one-to-one technology. The central question for this study was: How do teachers describe relationships with students while using one-to-one technology to provide feedback? Data collection included triangulation through individual interviews, focus groups, and journal prompts. Ten to fifteen participants were selected on a criterion basis from a sampling pool at a mid-western middle school. Through the collection and analysis of data, the themes that were identified were (a) efficiency in teaching and learning, (b) positive relationships, and (c) interactive assessments.