Within US public schools, Black girls are increasingly overrepresented in exclusionary discipline. Typically, this disproportionality has been examined through the analysis of district wide discipline records including, but not limited to, office referrals. Few studies have endeavored to interrogate the structure and creation of office referrals as more than a mundane part of the disciplinary system. Based on a two-year ethnographic investigation of one high school, and drawing upon Black feminist theory, this paper examined how the structure of office referrals, and teachers' subsequent use, enabled them to serve as critical tools in facilitating the dehumanization of Black girls during disciplinary interactions. Analysis revealed multiple ways in which referral forms empowered teachers to control the narratives surrounding misbehavior in ways that demonized Black girls while simultaneously masking their own negligence. Recommendations for practice and research are discussed.