The present study has been conducted to comprehensively investigate studentschr('39') perceptions of teacher’s social support and characteristics and functions that lead to increased perception of teacherchr('39')s social support. The study has been conducted with phenomenology approach by using qualitative content analysis. Statistical population included all female 11^th graders in Torbat-e Heydariyeh. By purposeful sampling and based on Social Support Scale of Maleki, Demri & Elliott (2000), 30 students (15 high scores and 15 low score) were assigned to the sample group. A semi-structured interview was employed for data collection. Based on the findings, students suggested nine themes including “empowerment of human relations”, “appropriate personality traits”, “appropriate monitoring and evaluation”, “teaching skills”, “the ability of class management”, “job commitment”, “guiding and counseling”, “academic ability” and “contributions to the studentschr('39') all-round development” with an emphasis on emotional, instrumental, evaluative, and informational support. Result shows the most important characteristics of the supportive teacher are “empowerment of human relations”. Also, to boost studentschr('39') perceptions of teacherchr('39')s social support, teachers need to have other features like “authoritative relationships”, “appropriate encouragement and punishment”, “to have peace of mind”, “conducting coordinated exams”, “ethical counseling” and “reinforcement classes”.