Master thesis deals with the influence of attachment styles of teachers providing additional professional assistance in slovenian schools on their perception of their relationship with the students. The thesis begins with theoretical framework of attachment theory and research about teacher-student relationships. Research about the influence of attachment styles of teachers providing additional professional assistance on their relationship with the students is presented in the empirical part. Experience in Close Relationships (ECR-12) and Student – Teacher Relationship Scale (STRS) questionnaires were used in the research. ECR-12 questionnaire measures attachment styles of teachers, based on measuring the anxiety and avoidance dimension, while STRS questionnaire measures teachers' percpetions of their own relationship with students, specifically the teachers' perceptions of dimensions closeness, dependency and conflict. In the empirical part there are also four interviews with teachers providing additional professional assistance presented. The interviews are based on teacher-student relationship. Questionnaire data are analysed with regression analysis, while the interviews are analysed based on their content. The quantitative results confirm influence of attachment styes of teachers providing additional professional assistance on their relationship with students or, respectively, the results indicate that teacher's level of anxiety influences his perception of conflict and dependeny in relationship with students. Qualitative results show teacher's conception of attachment, manners towards positive relationships and barrier coping strategies in the field of teachers-student relationships, when the most often strategy is searching for the cause of these problems and talking to students.