Through constant comparative analysis, theoretical sorting and diagramming, we clarified the categories and their relationships; and a central category associated with all the sub-categories emerged (the teacher-student relationship as a dynamic process).Identifying certain gaps in the grounded theory that transpired from the students’ perspectives, we followed the process of theoretical sampling and conducted supplementary interviews with five participant teachers. After their coding and since (a) no new data emerged, (b) the categories were fully developed and (c) we had determined and verified their relationships, theoretical saturation was reached.