A positive teacher-student relationship has for long been considered, a developmental asset for children from kindergarten to high school (Birch & Ladd, 1997). Such a relationship is usually characterised by less conflict and increased understanding between both. Students who enjoy a supportive relationship with their teachers, achieve at higher levels and are better accepted by classmates (Ladd et al., 1999). The purpose of the present study was to understand the role of self-fulfilling prophecies in the field of education. Self-fulfilling prophecies are an integral aspect of teacher-student interactions. The participants for the study included ten teachers and ten students from grades 8 to 10. Data was collected using semi-structured, in-depth interviews, to explore how teachers perceived their expectations, predictions, labels, and comments to have self-fulfilling prophecy effects on students and, how students believe it impacts various aspects of their school life. The data obtained was analysed using thematic analysis. The findings of the study indicated that teachers' expectations, predictions, labels, and comments are influenced by several key classroom factors and have a significant impact on the personal, social, psychological, and academic facets of a student's life.