Many studies suggest that faculty support is an important determinant in Black male student's retention in STEM disciplines, yet few have deeply described how these dyadic bonds are formed. The current study investigates the subtle dynamics that characterize the relationships that occur between STEM faculty and Black male students. Using narrative inquiry and thematic analysis to analyze a longitudinal qualitative dataset of Black men in the sciences, several themes were most prominent. Black men shared a desire to transcend beyond "basic relationships" with faculty, eschewing superficiality and instead seeking more personal bonds. When participants perceived a change in faculty members' behaviors, this signaled a reciprocated desire to develop more genuine relationships. Findings demonstrate the complex interplay of perceived faculty behaviors and attitudes that facilitate relationships, and affirm Black men in science courses. Implications from this study strongly urge faculty to reconsider the timing and importance of validating students, both on an individual- and departmental-level.