There are complexities in how care in schools is perceived by students and how achieving culturally relevant caring necessitates a deeper level of engagement. This case study delves into the perspectives of thirteen Black and Latiné students attending a justice-themed high school, focusing on their perceptions of caring orientations within the teacher-student relationship from the lens of culturally relevant caring. The findings highlight caring manifested through Knowledge, Receptivity, and Engrossment, noting that caring doesn't always serve as a pathway to justice. Furthermore, it explores caring through a critical community-based justice curriculum and caring through the building of racial solidarity. The implications for pedagogy are also discussed.