The purpose of this dissertation was to understand how Black middle school students interpret the relationship with their mathematics teachers. This study is situated within research exploring the nuances of the Black-White achievement gap. National assessment data provide that more than 80% of eighth-grade Black students enter high school working below grade level in mathematics. Other contributors to learning disparities point to educational inequities that influence how Black students experience school. Many studies identify the positive correlation between students' perceptions of their relationships with their teachers and achievement. Thus, the following research questions guided this study: How do the cultural values of Black students influence how they perceive the relationships with their teachers? How do students mitigate challenges within those relationships? How do perceptions of the teacher-student relationship affect academic achievement? The framework for this study was Spencer's Phenomenological Variant of Ecological Systems Theory. The data sources were semi-structured interviews with seven participants selected through purposive sampling. Data from interviews gave rise to the first three tenets of Spencer's model. Student vulnerability was comprised of risks (negative messages about race) and protective factors (strong social support systems and positive beliefs about education). Net stress was a function of stressors (poor instructional quality) offset by supports (Black teachers). Coping strategies for students were either adaptive (rectifying dissonance) or maladaptive (defensive defiance). Results support that when the relationship was perceived as negative, students struggled. When the relationship was perceived as neutral or positive, achievement was more likely. External circumstances also play a role in student achievement. Race was a strong predictor of how students perceived the quality of relationships with school-based adults, including mathematics teachers. Successful teachers of mathematics utilized cooperative learning strategies and demonstrated high investment in student learning. This study contributes to a greater understanding of the dynamics of the meaning-making processes that dictate how Black students act on their experiences. Implications point to a need for greater exploration of the successful teachers of Black students. Further research into the perceived stressors of the teacher-student relationship is needed. [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.]