This study investigates the role of African American Language (AAL) and *Standardized American English (*SAE) in Black/African American same-race teacher-student relationships. The teachers in this study (1) used AAL as a valuable tool for building rapport and trust with their students; (2) were aware of their positions as linguistic role models; and (3) encouraged AAL-speaking students to use *SAE due to concerns about racial and linguistic profiling. Results suggest that because AAL-speaking African American teachers understand the United States to be a racially stratified society, they encourage their students to use *SAE with intentions of helping students advance socially and economically. This study illuminates why African American teachers use their shared language proficiency with their same-race students.