The aim of this study is to examine the linguistic features in teachers’ spoken language, how they adapt their language to their recipient, as well as how the teachers go about building positive studentteacher relationships. The data was collected by observing the teachers’ language usage through audio recordings in the classroom as well as short interviews. The results show that there are some differences in the teachers’ spoken language where some correlations can be made to the age and the gender of the teacher. Moreover, the results show that none of the teachers adapt their spoken language to their recipient in any meaningful capacity. Finally, all the teachers show an awareness of the benefits of positive student-teacher relationships, however, the methods used to achieve them differ.