Despite growing research about exclusionary practices affecting Black male adolescents, little is known about their interactions with teachers or administrators. Images from the literature are negative and cyclical: Black male adolescents believe their teachers don't care; educators believe Black males don't care about academics. This practitioner research study used interviews, observations, field notes, and conversations, at an urban public high school to examine social power dynamics between educators and Black male adolescents. Analysis revealed how adverse perceptions, implicit/explicit expectations and lack of emotional aptitude create favored social power dynamics. My role as Dean of Students at this school allows me to use these findings to improve my practice towards enriching the psychosocial and emotional experiences of our Black male scholars.