Although developing a positive relationship between teachers and students is important for students to thrive in school, white teachers frequently fail to do this with their Black students. The failure of white teachers to connect with their Black students contributes to inequities such as disparities in academic achievement, the overrepresentation of Black students in special education, and the disproportionate exclusionary discipline of Black students. When these classroom patterns continue, they perpetuate the larger systems of racism that exist in the U.S. and take the lives of Black people every day. Teachers are responsible for student learning, are a frequent starting point for students' referral to special education, and often initiate the first step in a process that results in exclusionary discipline. Therefore, this study follows a heuristic and intimate inquiry approach to learn from Black students what their experiences and relationships with white teachers have been like while utilizing critical whiteness and culturally relevant pedagogy to explore possibilities for white teachers to build relationships with Black students that support learning and joy. [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.]