This study investigates the relationship between teaching aptitude and teacher-student dynamics in secondary education, focusing on how various components of teaching aptitude-such as subject knowledge, pedagogical skills, emotional intelligence, and classroom management-impact student engagement and educational outcomes. Utilizing a mixed-methods approach, data were collected through surveys, interviews, and classroom observations involving 100 secondary school teachers and their students. The findings reveal a significant positive correlation between teaching aptitude and student engagement, with teachers demonstrating high subject knowledge and pedagogical skills fostering more effective teacher-student relationships. However, emotional intelligence emerged as a critical area for development, as lower self-reported scores in this component were associated with decreased student engagement. The study underscores the necessity of incorporating emotional intelligence training into professional development programs for educators to enhance classroom dynamics and improve student outcomes.