Teacher-student interaction represents an extremely important and complex concept, influenced by many different factors. A teacher presents one of the most essential figures in a student’s life, and relationship between them is greatly defined by their attachment. The purpose of this research was to examine the student’s attachment to their teacher, the correlation of attachment and optimism with school satisfaction and success and to explore the potential gender differences in the mentioned variables. The research sample consisted of one hundred and two fourth-grade students from two different elementary schools in Zagreb. The instruments that were used were Inventory of parentand peer attachment, The Youth Life Orientation Test, Questionnaire of quality of school life and school success, which was measured by grades in Croatian language and mathematics, since the general grade point average was not discriminative enough. Results showed that students have a high level of confidence in their teachers and are mostly satisfied with the level of mutual communication with them. Along with that, the levels of respect and understanding were above average, while anger and interpersonal alienation were mostly absent. The optimism level was above average, while pessimism level was below. The results showed that students were mostly satisfied with school and the average grade in mathematics and Croatian language was excellent. It can be concluded that students prone to pessimism in relation to the teacher show greater alienation. Students who are more satisfied with the school are also more successful in school, more optimistic, have more trust and better communication with their teacher. Furthermore, more successful students show a higher level of attachment to the teacher. The only significant difference in determining gender differences was highlighted in general satisfaction with school; female students are generally more satisfied with school than male students.