The importance of relationships in the school context has been researched for a long time, and their significance for the quality of learning and teaching has been established. In the literature section, one can most often find studies of student-teacher relationships at lower levels of education, while relationships in the higher education context are still insufficiently researched. In higher education, the professor needs to create a positive relationship with his students, i.e., to create a positive environment for learning, adapt the teaching to the needs and interests of the students, and continuously provide support, because such an approach will increase the student's motivation to participate in class, which will consequently affect their academic success and satisfaction with their studies. In the literature, there is a lack of qualitative research that investigates relationships and how they contribute to the personal and professional development of students. Therefore, the goal of this research was to find out and better understand how students perceive the connection between their relationship with professors and their academic success and satisfaction with their studies. The research was conducted with a total of 20 graduate students and through focus groups. The obtained data was processed by thematic analysis of the content, and the key topics obtained by this analysis relate to factors related to students and factors related to professors. Factors related to students include, first of all, their attitude, while factors related to professors are divided into two approaches: the course approach and the student approach. The course approach refers to the organization of classes and exams, and the student approach refers to focusing on students and the development of relationships, support in professional development, and boundaries in the development of relationships.