Background: Research findings have confirmed the effectiveness of positive-focused interventions on enhancing the feelings, behaviors and positive cognitions of students. That is these of interventions are the focus of attention today in order to maintain academic health of students. So problem is, whether positive training package may effect on the emotions and the teacher-student relationships? Aims: This study examined the effectiveness of positive training package on the emotions and the teacher-student relationships. Method: Research design was semi-experimental and pretest- posttest type with control group. The study population included all of the male 6^th grade students in Dorodzan Marvdasht. Of this students, 40 were selected through multistage random sampling as the samples of the research and randomly divided in two experimental (n=20) and control groups­ (n=20). The Experimental groups received ­ a positive training package based on Gonzalez et al (2014) and Qulliam (2003) in 10 one-hour sessions. For the collected data positive affect and negative affect Schedule (Watson et al., 1988), and teacher-student relationships scale­(Murray& Zvoch., 2011) were used. For data analysis, multivariate analysis of covariance was used. Results: The results showed effectiveness positive training intervention enhanced positive affect and teacher-student relationships and reduce negative affect (p<0/001). Conclusion: It can be concluded that, positive training package can be enhancing the positive emotions and improved teacher-student relationships.