The purpose of this study is to examine how the perceptions of school climate, specifically school relationships, differ for Black girls with and without an individualized education plan (IEP) as compared to their peers. The study utilized survey responses from high school students in a Georgia school district who participated in the 2020 Georgia Student Health Survey (GSHS) prior to the COVID-19 pandemic. A confirmatory factor analysis confirmed a second-order model with eight subscales and measurement invariance was established among ethnicity (race), gender, and disability variables. Results from the ANOVA illustrated that the differences between the mean school climate ratings for Black girls with IEPs as compared to their peers in the Peer Social Support, Adult Social Support, and Cultural Acceptance subscales of the GSHS were statistically significant. Further, small effects for race were detected. Additionally, Black girls with and without IEPs consistently rated school climate the lowest among the subgroups examined. This study should be used to prompt further examination of the influence of intersectionality on schooling experiences, specifically for double or triple-minority students, and to understand what (if any) cultural adaptations exist for frequently used evidence-based strategies/interventions designed to promote a positive school climate.