MA (Psychology), North-West University, Potchefstroom Campus, 2015 In this study the focus is the exploration of foundation phase educators‘ experience of the educator-learner relationship. Positive psychology was chosen as theoretical framework for this research, and a phenomenological approach was adopted as methodological structure of this qualitative study. This study of the educator-learner relationship in the foundation phase is aimed at the contribution it could make to achievements of learners, positive development as well as the educators‘ own work satisfaction. It also contributes to the well-being of educators, learners and the school community. Although healthy relationships in the school community are of prime importance, it appears that the purposeful improvement of the wellbeing of the school community as important resource is being neglected or not seriously considered. The following research question came to mind: How do foundation phase teachers perceive the educator-learner relationship? The perspective of psychology‘s positive approach was applied to reveal the mechanisms of healthy relationships in the school community. A qualitative research method was used to investigate the phenomenon. Information was gathered through individual interviews and a focus group discussion as research techniques. Targeted random samples were used and nine foundation phase educators of a private school in Gauteng province of South Africa took part in the research. The aim to the study was to understand the foundation phase educators‘ experience of the educator-learner relationship. During the process of data collection both visual and textual data was collected. Participants made collages to describe their experience of the educator-learner relationship, after which the individual interviews and focus group discussion followed. Sound recordings of the compiled data were transcribed and a narrative analysis was done. The findings of this study revealed four main themes: the role of emotions and relational wellbeing, educators‘ relationship skills, work satisfaction, challenges and relational wellbeing. These findings comprise the healthy dealing with emotions, purposeful improvement of relationship skills, the experience of work satisfaction and challenges mainly related to the the prosperous backgrounds of learners. The findings were further refined into subthemes which provide an in-depth description of the foundation phase educator‘s daily experience of the educator learner relationship. The findings showed that the educator‘s positive experience of the educator-learner relationship can be regarded as an investigation in the well-being and Opvoeder-leerder verhouding positive functioning of both the educator and the learner. Recommendations were made to safeguard and promote educator-learner relationships through development and applicaton of the support of multidisciplinary teams. Educators must be guided to make full and creative use of the dynamic power of interpersonal relationships in order to ensure the enduring wellbeing of school communities as healthy and empowering surroundings. Masters