Due to the unintended impacts of out-of-school suspension that may occur to Black boys in middle school, all stakeholders, specifically school counselors, must fully comprehend how this type of discipline affects this population to better support them with best practices. The purpose of this qualitative phenomenological study was to gain a deeper understanding of how out-of-school suspension impacts middle school Black boys' social and psychological well-being. The research population was individuals who met the following criteria for the study: (a) self-identify as Black, (b) have a son in middle school (grade 6-8), and (c) have a son who has been suspended from school at least one time. The study was centered around the research question: What are the lived experiences of parents of Black middle school boys and the social and psychological impact of school suspension. A hermeneutic design was used, incorporating interpretive phenomenological analysis as well as critical race theory as the conceptual and theoretical frameworks, respectively. Through data analysis, four primary themes emerged: (a) perceived emotional turmoil, (b) unjust feelings of suspension, (c) dreadful beliefs about return, and (d) singled out as a Black boy. The outcomes of this research hold promise for positive social change by contributing data to existing research, addressing the information gap concerning Black boys and the often overlooked impact of out-of-school suspension on them. Additionally, these results can inform school counselors and other stakeholders engaging with this demographic to adopt approaches and tools grounded in best practices for assisting Black boys reintegrating post suspension. [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.]