The number of students with special educational needs (SEN) increases each year in French mainstream classes. Their presence is facilitated by several government policies taken by the country in response to international conventions. Executive functions influence the child’s behavior. When the behavior is perceived as disruptive, it can be difficult for the teachers to deal with it. In this context, teachers are unable to carry out their protective role toward the students with SEN, and their relationships with them are poorer (e.g., Berry, 2012; Hernández et al., 2017; Jerome et al., 2009; Portilla et al., 2014; Rudasill, 2011). To our knowledge, no French study has ever examined the association between these variables. This study aims to explore the links between inhibition, flexibility, emotional control, and the quality of the teacher-student relationship. Preliminary results show that the conflict perceived by the teacher is strongly and positively associated with their own perception of the student’s cognitive and emotional regulation at all grade levels. Proximity is associated negatively, from moderate to strong, with inhibition, flexibility, and emotional control, as reported by the first-grade teacher. From Grade 1 to Grade 3, a strong and positive association is observed between the proximity perceived by the teacher and the child’s emotional control as assessed by the parents. Based on the students’ perspective, particular dimensions of the CARTS correlate with some measures of executive functions. Other studies have shown that inhibition and self-regulation capacities predict the trajectory of the teacher-student relationship (e.g., Berry, 2012; Portilla et al., 2014). These determinants can be used to enhance the quality of the relationships. In turn, a positive teacher-student relationship promotes students’ academic adjustment and protects the most vulnerable children (e.g., Baker, 2006). The future research perspective is to study the extent to which the student’s status (with or without SEN) influences the links between executive functions and the teacher-student relationship.