The purpose of this study was to explore the characteristics and specific interactions of the teacher-student relationship in the context of an identified, effective Advanced Placement classroom taught by a highly effective teacher with a pass rate at or above 85% over the past decade.  Heidegger’s hermeneutic phenomenological research design (Kafle, 2011) was used to examine the subject AP classroom teaching and learning dynamics. Data were collected through the use of detailed observation notes gathered from immersion in the AP classroom, teacher interviews, classroom artifacts, and researcher memos. The researcher engaged in Van Manen’s (2014) hermeneutic cycle process and applied the principles of the holistic and selective reading process to the data to identify and solidify themes from the data. The researcher cross-checked the emergent themes across the all the data collection forms. Observation, participant interviews, and audio evidence served as multiple points of data which were analyzed for accuracy. The characteristics which emerged in the findings included: comforting, ego support, narrative, caring, empathy, and morally motivated. These characteristics above all others seemed to resonate from the data, and a strong connection was found both in the teacher’s interview and the observational notes. Of all characteristics, the narrative skill (Storytelling) the Professor displayed was identified as the most powerful tool in his teacher-student interactions. The Professor was an avid storyteller who wove the talking point from the daily lessons into the narratives of his stories. The overall teacher-student interactions remained positive in nature.