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First, we define the concepts of well-being and happiness at school. Then, we explore well-being at school from the perspective of the teacher-student relationship, from the point of view of both students and teachers. To do this, the main results of two studies carried out in 2019 and 2020, mainly in Quebec, are presented. Finally, the two perspectives, that of students and that of teachers, are compared. The results of our analysis highlight the importance of the teacher-student relationship both in the student’s school experience and in the teacher’s professional practice. The affective nature of the relationship seems to occupy a central place. Suggestions and recommendations for optimizing the quality of the teacher-student relationship, for the happiness of learning or teaching, are proposed.