This research project set out to explore professional love in a primary school setting and how teachers form professional, nurturing relationships with children. It also identified the barriers that arose when forming professional relationships with children and it supported teachers when reflecting on their own practice. The data was conducted using qualitative research methods in the form of semi-structured interviews. The data uncovered the main findings that professional love is evident in the Early Years Foundation Stage (EYFS), Key Stage 1 (KS1) and Key Stage 2 (KS2) and that barriers to developing positive, professional relationships are present within the primary classroom.