The purpose of this study was to gain recently graduated Black high school students' perceptions of racial climate and to examine to what extent their perceptions impact their overall perception of school climate. Additionally, the study explored the opportunities students were given to use their voice and how this may have affected change in student perception. The participants were graduates from a comprehensive high school in Southern California. This mixed methods study surveyed 112 recently graduated high school students from the graduating classes of 2020, 2021, and 2022. In addition to the survey, nine recently graduated Black high school students were interviewed to better understand their lived experiences from high school. An analysis of the participants interviews identified the following emergent themes: (a) affirming faces and spaces (b) cultural division, (c) racially charged experiences, (d) cultural competence: awareness, sensitivity, and responsiveness, (e) culturally relevant pedagogy, (f) student voice, (g) trust in leadership and (h) school climate. The findings illuminate the importance of providing the proper training, curriculum and support for educators in order to provide a school environment where Black students see themselves in the curriculum and thrive from an environment where microaggressions are not tolerated. Based on the findings, recommendations are presented to create a culturally competent and responsive environment leading to a more positive racial climate. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]