Academicians, administrators, and policymakers in New Orleans have pointed toward a disproportionate academic and life-cycle outcome where Black American males are particularly disadvantaged as compared to White students. An often-cited cause of these disproportionate outcomes for Black male students is inequality and mistreatment in schools. Therefore, this study explored the educational experiences of 10 Black males aged 18 or over from four alternative public schools in New Orleans via individual interviews. The purpose of this hermeneutic phenomenological qualitative investigation was to explore Black male students' encounters with non-Black teachers and staff in New Orleans and gain their perspective on their educational experiences. Incorporating their perspectives will help bridge the gap in counseling literature and enhance the knowledge base essential for educators, school counselors, administrators, staff, and policymakers in their interactions with Black males. The research questions centered on the lived educational experiences of 10 Black male students in New Orleans when interacting with non-Black teachers and staff. The following six themes emerged from the study: implicit bias and stereotyping, discipline disparities, lack of cultural competence, differential treatment, underrepresentation, and academic achievement. The data were analyzed using hermeneutic phenomenological analysis. The results of the study support positive social change through discourse on policy and school reforms as well as an individual reflection by non-Black teachers and staff which can facilitate more equal educational opportunities and better life prospects for Black male students. [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.]