When considering closing the achievement gap, full-day kindergarten (FDK) is a viable contender. The implementation of specific teacher strategies enhances the FDK experience and elicit gains among the students. The literature clearly articulates a strong correlation between poverty and poor achievement and supports the notion that the relationship between the teacher and student is a positive factor in closing the achievement gap (Bagdi & Vacca, 2005; Duchaine, Jolivette, & Fredrick, 2011; Guo & Harris, 2000; Lee, 2012; O’Connor & McCartney, 2007; Pigford, 2001; Silva et al., 2011; Spilt, Hughes, Wu, & Kwok , 2012; Wu, Hughes, & Kwok, 2010). However, the research is insufficient when it comes to digging deep into teacher perceptions regarding the importance of the relationship that exists between the teacher and the student. The foundation for which this study is built stems from John Bowlby’s attachment theory and emphasizes the importance of the relationship between the child and adult. This study provides profound insight into the perceptions of FDK teachers and the strategies, or concepts they believe have the greatest influence on student achievement among students of poverty. The qualitative phenomenological study revealed intimate and personal thoughts of nine FDK teachers discovered through the coding and analysis of 18 semi-structured interview transcripts. Substantial findings exposed four themes with great clarity and obvious patterns. The themes in order of the greatest number of responses to the least, are: classroom atmosphere, instructional strategies, student management, and the relationship between the teacher and the student.