The present paper presents the results of a qualitative scientific research based on the focus-group method. The concept of assertive communication are delimited from the perspective of the latest theories and arguments are made regarding the need for the integrated development of communication skills, selfaffirmation and self-management in future student teachers. The research focuses on several essential dimensions of assertive communication, namely, initiating communication, self-esteem, defending one's rights, expressing positive and negative emotions. Its results provide us with clarifications regarding students' personal perspectives on building the teacher-student relationship, on the models provided and the skills acquired, on the concrete strategies of self-affirmation that they consciously use, on the approach to conflicts and situations. injustice, as well as on the techniques used in managing emotions in the context of teaching relationships. Starting from the types of assertive behaviors manifested by students in communication, a structure of their training and personal development needs is elaborated, as well as a series of educational strategies that can meet the expectations of future teachers.