Decades of research demonstrates that student learning and well-being in higher education are enhanced by positive relationships with peers and instructors, particularly for students from groups that have been marginalized in society. Yet one common and significant challenge with relationship-rich education is scale. After reviewing the literature on educational relationships and large enrolment classes, this paper offers three research-informed practical strategies that any instructor can employ to create a relationship-rich class environment that will contribute to equitable student learning and well-being.