The goal of the current correlational study is to investigate how university students' and teachers' interpersonal relationships affect their academic performance. Using stratified purposive sample, 120 post-graduate students (60 girls and 60 boys) were chosen. The researcher used a self-made questionnaire to gather data. Simple percentage, mean, standard deviation, t-test, product-moment correlation, and ANOVA (two-way) were used to analyze the data. According to the study, 40% of college students report having extremely strong relationships with their teachers, and these relationships have a major positive impact on the students' academic success. This study also demonstrated that there is no gender-based difference in the relationships between teachers and pupils. Additionally, the two-way ANOVA result showed that there is a significant difference in academic accomplishment based on the relationship categories; however, there is no difference when the interaction between gender and relationship categories is taken into account.