Using interview and observational data in one rural southern high school, this study explores how students are organized by race and how they negotiate those arrangements in predominantly Black school context. Although predominantly Black schools can provide safe spaces for Black students to thrive socially and academically without suspicion of criminality, this study reveals that they can also contain demeaning disciplinary treatment and exclusion from predominantly White learning spaces and dances. The findings thus expose racial disparity in students' spatial, academic, and disciplinary organization, as well as the consequences for reproducing racial inequality in students' social lives. From academics to discipline, students' racially stratified positions in school reflect a historical legacy of limiting Black students' physical movement and intellectual opportunity.