Since the beginning of human history, man has been on the way of spiritual discipline to realize his potential greatness. Though an educational relationship(ER) plays a core part in this process throughout history, its true meaning is often reduced to and distorted as the teacher-student relationship in a modern school system. This study intends to recover the intrinsic meaning of ER by looking back the developmental modes of the ER as reflected in the Agama sutras, which is recognized to be text relatively to show the real lives of Buddha and his contemporary Buddhists vividly. It is well known that Buddihism, one of the three worldwide religion, is the transcendental world. Although there is an abundance of episodes and events of education in this branch of tradition, the school-centered research climate and occident-centered research practice in the educational studies tend to ignore the important facts. To revive the meaning of the facts, it is mandatory to have a proper theoretical perspective to catch it. In this study, an ER is defined as one of the universal human relationships which intends to reduce a relative difference of experience level between a guru and its disciple. ER depends on the characteristics of intrinsic conditions and rules of education. A guru and a disciple, two counterparts of ER, interact continually, cooperate and assist each other on an equal stance. Establishment, disconsolation, and re-establishment of ER are decided by their autonomous choice and agreement. And the process of maintenance varies according to the modes of interactions and to the degree of improvement of subject`s experience level. With this preliminary conceptual frameworks and hypothesis in mind, this study inquires the conditions and intrinsic rules of more elaborated and differentiated developmental modes of ER between Buddha and his contemporary Buddhists. The phases of the developmental modes are mainly divided into three: `formation`, `maintenance` and `temporary consummation`. In this study, only the phase of formation is researched among them. Firstly, to form ER, two counterparts should be able to identify the experience level of the other and accept the position of guru or disciple spontaneously. This process of formation reveals three modes, that is, `accepting education-centered attitude`, `recognizing the different levels of experience`, and `requesting teaching and learning`. In short, Buddha and his contemporary Buddhists are found to search for education, pursuing teaching downward, and seeking learning upward. They obey faithfully the intrinsic rules of education and do keep ER between them realized and stimulated under many adverse and extrinsic conditions. That might be one of the main reasons why Buddhism at that time developed and spreaded both in quality and quantity with such rapidity. The main significance of this study lies in that it reveals the value of early Buddhism`s ER, which has often been disregarded owing to the absence of an appreciative eye for education. This significance and implication of ER is not confined to early Buddhism. This study strongly suggests that ER requires a lo of difficult and delicate conditions and intrinsic rules to form and maintain it. It is expected that our every day life could become educationally richer when we understand the principles of education properly, and abide by the conditions and rules of ER.