The present study examined different trajectories of teacher-student relationship during early adolescence and their links to externalizing, internalizing problem behaviors and school adjustment. Data were collected from 2,080 adolescents who participated in the Korean Children and Youth Panel Survey(KCYPS) at five different time points. Data were analyzed with semi-parametric group-based modeling and multiple analysis of variance. Results of the study were as follows. First, analyses revealed four different trajectories of teacher-student relationship: low decreasing, low increasing, average decreasing, high stable. Second, the trajectories of teacher-student relationship were differentiated by externalizing and internalizing problem behaviors. Students in the high stable trajectory showed the lowest scores on aggression, social withdrawal, and depression, while students in the low decreasing trajectory earned the highest score on delinquency. Third, the teacher-student relationship trajectories were differentiated by school adjustment measures. Students in the high stable trajectory showed higher scores on most of school adjustment measures, while students in the low decreasing trajectory earned the lowest scores on most of the school adjustment measures. The average decreasing trajectory and the low increasing trajectory were distinct only on rule compliance, indicating that students in the average decreasing trajectory tended to follow rules better. These results suggest that individual differences in teacher-student relationship change need to be considered when developing intervention and prevention programs to promote early adolescents' adjustment.