This paper, which highlights the importance culturally relevant caring (CRC) in ensuring equitable educational opportunities for Black male students in alternative schools, contributes to literature on the Black male "overage, under-credited" and GED student populations. Our analysis provides insight into the following research question: What are the ways in which Black males across nontraditional settings articulate their experience of care in their schooling? This study utilized ethnographic methods to collect and make meaning from data collected at two non-traditional high schools in two large Northeastern cities. Perspectives from 13 Black males students suggest that providing these students with CRC is one way to help ensure they do not spend additional time languishing in a broken school system.