Relationships between students and teachers are a critical protective factor for all students, especially for Black, Indigenous, and youth of color (BIYOC). Critical racial consciousness is the ability to recognize and resist racism. This study explores how teacher critical racial consciousness contributes to shaping learning environments, how teachers perceive their interactions with BIYOC, and BIYOC perceptions of their relationships with their teachers and how their teachers create environments that foster belonging. Data collection consisted of interviews with school teachers (White, n = 7; Black, Indigenous, and people of color, n = 4) and BIYOC (n = 5). Conventional content analysis was used to analyze data. Results indicated that teachers who demonstrated evidence of critical racial consciousness did so by acknowledging their privileged identities, approaching and participating in racial conversations, and handling concerns of race and racism from both BIYOC and other teachers. In turn, students reported feeling a sense of school belonging when teachers created opportunities for BIYOC to raise any concerns surrounding racism and included positive racial/ethnic representation in classroom activities. Study findings provide insights into the importance of teacher critical racial consciousness in creating racially/ethnically inclusive environments that promote school belonging and enhance the quality of relationships between BIYOC and their teachers.