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This study examined the experiences of Black high school students and their interactions with White teachers in the classroom. A qualitative research design, utilizing retrospective interviews (Reiff, Gerber, & Ginsberg, 1997), was employed with Black students (i.e., five females and three males), who were enrolled in a predominantly White suburban school district in northern Colorado and a predominantly Black school district in a large metropolitan area in central Colorado. Based on the qualitative data analysis, four key themes emerged: (a) Respect: I Need Respect; (b) Stereotypes: Don’t Pass Judgment on Me; (c) The Administrators Need to Check Themselves; and (d) We Like This Environment. Recommendations were provided to educators, such as teachers and administrators.