Inclusion of children with disabilities had a great impact and produced many changes in regular school system. Some of them are increased number of teaching assistants. Their main goal is to support students with disabilities in learning and developing friendships with their peers. Also, they are working with teachers with whom they develop specific relationship. Aim of this study is to gain insight into teachers' perspective about their relationship with teaching assistants. In that way we want to identify key areas of their relationship which can be helpful in creating programmes with focus on improvement of their relationship. Participants of this study are four teachers of Elementary school „Trnjanska“. Data were collected trough focus group interview and then analyzed with qualitative methodology. The results point on specific areas of teacher - teaching assistant relationship, which include: negative aspects of relationship, positive aspects of relationship, methods of relationship improvement, roles and duties, relationship impact on teachers professional development and advices to teahcer who work for the first time with teaching assistants. Also, participants mentioned specific preconditions which needs to be met on a school and state level so that teahcer - teaching assistants relationship can be improved.