Student-teacher relationship drawings were employed to investigate howstudents’ mental representations of student-teacher relationships wereaffected by their gender, age, and shyness across the Netherlands andChina. The sample included 752 third- to sixth-graders (48.5% boys; M_age =9.96) from the Netherlands and 574 third- to- sixth-graders (53.7% boys; Mage= 11.48) from China. Students’ drawings were double-coded on eight rela-tionship dimensions. Multiple group models showed that Chinese students’drawings scored lower on anger/tension, role reversal, emotional distance/isolation, and global pathology but higher on vulnerability than those ofDutch students. Boys’ drawings displayed higher global pathology than girls’drawings and this difference was larger in the Netherlands than in China.Other associations between student characteristics (gender, age, shyness)and drawing dimensions were equally strong across countries. As an implica-tion, findings from Western countries may not necessarily generalize tostudents and teachers in Eastern countries. Drawing may be a promisingmethod to further understand differences and similarities in the formation ofstudent-teacher relationships across countries.