The study explores the influence of teacher-student relationships on student motivation and engagement in private universities in Cambodia. Drawing on qualitative data from semi-structured interviews with undergraduate students across different academic years, the research investigates students’ perceptions of relational dynamics with their teachers and examines how these interactions shape their academic motivation. Thematic analysis revealed five key themes: mutual respect and approachability, teacher support and encouragement, communication style and emotional tone, the balance between friendliness and formality, and the impact of cultural norms on classroom interactions. Findings indicate that positive, respectful, and supportive teacher-student relationships foster intrinsic motivation, enhance engagement, and promote a sense of belonging among students. Conversely, negative communication, favoritism, and excessive formality can undermine motivation and participation. The study highlights the importance of culturally sensitive relational pedagogy, suggesting that teachers who balance empathy with professionalism and adapt to local cultural expectations are most effective in motivating students. Implications for teacher training and institutional policy are discussed, emphasizing the need for professional development in relational and socio-emotional skills.