The problem addressed in this study was that White teachers often hold views of Black students that could negatively impact these students' educational experience and academic outcomes. The purpose of this qualitative, narrative inquiry study was to explore White teachers' attitudes toward Black students, their preferred teaching styles, and preferred classroom management strategies. Two teachers participated in this study, both identified as White teachers who had previously taught fifth grade in an urban school district in Texas. Data collection for this study consisted of semi-structured, open-ended interviews, follow-up interviews, and lesson plan review to investigate White teachers' attitudes toward minority students, their preferred classroom management skills, and their preferred teaching styles when teaching minority students. Additional data consisted of STAAR standardized test scores showing student achievement of Black fifth grade students. Data analysis was performed using manual coding to develop themes. Participants described their attitudes toward Black students to be positive, their preferred teaching styles toward Black students consisted of passionate and engaging approaches, and their preferred classroom management strategies included building rapport with their Black students to mitigate behaviors. Implications for this study were that by having a positive perception of Black students, White teachers can engage these students and manage classroom behaviors through approaches perceived to best meet their needs. Recommendations for practice include White teachers understanding their own self-efficacy when teaching Black students and to actively show willingness to attend culturally responsive professional. Recommendations for future research include expanding the criteria for study to include White teachers who teach or have taught any grade in an elementary school and including a diverse population of White, Asian, or Hispanic teachers. [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.]