While teaching is often touted as the single most important factor for the success of students, at the core of instruction is a foundation rooted in the classroom relationship between students and teachers. Despite teachers being regarded as the authority of instruction within their respective classrooms, what is frequently missing is the voices of students articulating their thoughts on factors that impede or enhance an effective student-teacher relationship. Thus, the author sought to examine academically successful Black male urban high school students' perceptions of the student-teacher classroom relationship. Findings reveal three significant features of such relationship, including: (a) teacher perceptions of Black male students; (b) the willingness or unwillingness of teachers to include culturally relevant teaching; and (c) the importance of validation of student voices on teacher pedagogy within classrooms. Ultimately, listening to one of the most marginalized student groups can assist with allowing these young men to feel valued, as well as offer teachers the tools to improve their relationship with students in the classroom setting.