To evaluate the student-teacher interactions in the classroom along the psychological and moral dimensions, and deduce any relationship between such interactions and the students' performance on PIRLS, a sample of five schools that had participated in PIRLS 2006 and TIMSS 2007 was selected. One of these schools had failed the said study. The classes in all five schools were observed and the related documents perused. The analysis of the collected data revealed that the classroom atmosphere at the successful schools was warm and friendly while respectful, providing support and attention for the students by the teacher. At the failed school, the atmosphere was dry, the communication one-sided, and the interaction void of any respect to the individuality of the students. In all schools teachers' main concern was discipline in the classroom, followed by giving feedback in the successful schools. All teachers had problems in providing psychologically and morally correct responses to the students, especially in response to the weaker students having behavioral problems.