Educational systems globally seek ways to support and assist students in improving academic performance. Various theories suggest ways in which to do this and many different programs and plans have been implemented in attempting to increase learning in classrooms. This dissertation presents the theory of attachment as a viable consideration to explain differences in student performance from those students who are at risk for failure and historically have low academic performance. This study examines the responses of students when asked to consider their experiences with teachers in high school classrooms. Both quantitative and qualitative data were used in an attempt to provide opportunities for both large group and a purposeful sample to share their feelings and explanations for a high variance in their academic performance. The concept of exceptional or "super" teachers was explored. Focus groups comprised of low level academic performing students who demonstrated mastery in at least one core subject were gathered to discuss possible reasons for their exceptional performance. Data results support the researcher's investigation of the existence of student-teacher attachment. Themes of connectedness, caring, communication and humor emerged from focus group discussions of desired teacher characteristics. The implications of this study as well as suggestions for recommendations for educational practice and future research were discussed.