This qualitative study focuses on how early career charter school teachers (n = 20) in schools utilizing a "no excuses" discipline approach describe their interactions with students. Using positioning theory as an analytic tool, we explore how teachers engage the language of no excuses discipline and associated behaviors to position their students as passive beings unaware of "what is best for them" and potential deviants needing oversight. In this way, relationships were largely described as focused on control and compliance. The findings raise questions about how no excuses systems shape teachers' understandings of care for their students as well as how teacher-student relationships develop.