At one Title I K-4 elementary campus located on the Gulf Coast of Southeast Texas, there seemed to be a prevalent problem of minority students, particularly male students, receiving office referrals at a higher rate than their non-minority counterparts in past years. Research from a 2010 Children's Defense Fund report indicates that African-American students are more likely to be expelled from school, arrested, and detained in a juvenile justice facility. Mendez (2003) discovered during a 12 year longitudinal study that out-of-school suspension was not a deterrent for continued misbehavior in elementary and middle school students. Furthermore, she found that it contributed to the poor academic achievement of students (Mendez, 2003). If the faculty and staff of the school were treating students equitably when it came to discipline within the campus would there be such a large difference between the numbers of minority students who were referred to the office for disciplinary reasons versus the number of White students who were referred to the office for the same reasons in 2009? This question led to the next: Did or could the minority students, specifically the African-American males, of this school identify with their non-minority teachers? Overall, what did school look like and feel like from the perception of these economically-disadvantaged African American boys with high rates of office referrals? This study sought to give a small group of African-American boys an opportunity to voice their perceptions of school through a series of observations, interviews, and student produced drawing assignments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]