Aim: The disproportionate exclusion of Black male pupils from secondary school has been a social justice issue for many decades. There is a greater risk of negative long term outcomes for pupils who are not reintegrated back into school. The aim of this research was to explore how Black male secondary school pupils perceive their experiences of exclusion and reintegration. Method: An interpretive phenomenological analysis (IPA) was conducted of semi-structured individual interviews with six pupils. The pupils were male, secondary school aged and of African or African-Caribbean descent. They had all experienced an external exclusion followed by reintegration into mainstream school. Findings: The interviews elicited six overarching themes, three of which have been selected for presentation in this paper. The three overarching themes are titled: Pupils' positive & negative relationship with schools and teachers, Self-identity & managing adults' perceptions of them and Inclusive environments. Limitations: The findings may not be generalisable as they involved a small cohort of pupils. Pupils of parents who did not consent to the interviews could not take part, therefore their perspectives are not captured in this research and their experiences may differ from those interviewed. Conclusion: The findings highlight the experiences of Black male pupils who have been further marginalised by and also integrated into the education system. The findings demonstrate the need for professionals to reflect on the practices of educational institutions and the attitudes of those in authority.