The studies of anthropologists and sociologists and even most scholars in general, have not focused enough attention on adolescent relationships as anything more than a passing part of the human life cycle (Amit-Talai). The pioneering efforts of Vered Amit-Talai argued that the stereotypes of teen relationships in industrial societies are incorrectly implied to be naturally impermanent. She asserts that these adolescent relationships have been disrupted by the structure of the highly institutionalized educational system from building unwavering long term friendships. Defectively, Amit-Talai's research has only focused on adolescence in Western developed countries. Teenagers mature in varied educational environments so they should possess dissimilar limitations and expectations toward friendship during that period of their lives. Schools in Hong Kong are of particular interest in this research paper. Given the high pressure placed on students for achievement and success, the importance placed on education by teachers places blame for academic and social failures on the lack of effort by the students. In this paper, I will analyze how high school teachers in Hong Kong have a significant role in influencing the development of students' sociability.This paper will discuss the reasons why education workers in Asian high schools hold significant ability to sway teenagers' sociability. Since elementary school, elitism and competition has been the core of Asian educational institutions, and this is even more surpassed as students' progress toward higher education. Intense school work and good grades on public examinations has become the critical objective of both students and teachers. However, the education system exerts significant effects on adolescence beyond academic skills; it also has a deep effect on their social behavior (Kashdan). In the students' perspective, teachers are implied to be the chief representatives of schools. The relationship between teachers and students can be a significant factor in influencing students' sociability. Obstacles that adolescents encounter with sociability development can be imputed to teachers' favoritism and their quality of interactions with students.