The established connection between disruptive and aggressive behavior, classroom climate, and classroom relationships led to an increase in suggested prevention programs. In the current study, we suggest a teaching modality (rather a program) named affective teaching and assess its effect on students’ behavior, motivation, achievement, and classroom climate, as well as on teacher self-efficacy. Participants were 92 teachers of 2893 fifth and sixth graders from 19 Arab schools in Israel. A hierarchical model of analysis (Mixed Models) was used to assess children’s gains in two randomized teaching conditions: affective teaching and conventional teaching. Results indicated more favorable outcomes on all measures in the affective teaching condition compared to control. Relationships, behavior, and teacher efficacy were significantly associated with children’s gains in motivation and content knowledge. The discussion focuses on the potential effect of this unique teaching modality on children’s psychological growth and adjusting behavior.