The purpose of this study was to examine the reading experiences of Black boys in grades three through five, gain insight into what they felt contributed to their reading success, explore the relationships that influenced their reading lives, the challenges they faced, and their perspectives of the relationship they had with their reading teacher. A purposeful sample of 3rd-5th grade students who identified as Black boys from an elementary school located within a large suburban school district in the Southeast region of Texas were chosen to participate in interviews. This study used the grounded theory analysis approach (Saldana, 2016). An analysis of the interviews revealed that the Black boys had mostly positive experiences within their reading classrooms. The participants in this study mostly felt that they had positive relationships with their reading teachers. They found that support from their teachers, parents, and school administrators contributed to their reading achievement, while comprehension and unknown advanced vocabulary hindered them from feeling successful in reading. [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.]