This study investigates whether teaching practices of non-minorities who teach Black students has an impact on the achievement gap between Black and White students. There is a lack of awareness of culturally relevant teaching in the U.S public school system (Epstein, 2005). Per NCES (2015), 80% of public schools have a high density of Black students, whereas 20% are considered low density. Most students attending public schools in the U.S. are Black students. Additionally, approximately 50% of public-school teachers are White. This specific demographic makeup is consistently seen throughout many public schools in the Chicago area. Students in large urban district schools often have achievement that lags behind their suburban or private school counterparts. These gaps begin early and often increase as students proceed through high school (Fryer & Levitt, 2004; Rothstein, 2004). Multiple theories help explain the importance of the teacher-student relationship, specifically Abraham's Maslow's hierarchy of needs, sociocultural theory, cognition theory, and the self-fulfilling prophecy. This was a quantitative study where 367 teachers, grades K-12, were recruited from a school district in the Chicago land area to answer a 22-item survey. This study focused on examining the impact of culture on the teacher-student relationship and discussed the impact of increased opportunities for teacher professional development and training. The results of the multiple regression analysis determined that level of education is a significant predictor of class climate and interaction with students while age is a significant predictor of equal treatment of students. However, none of the demographic characteristics significantly predicted the classroom management scores. Ultimately, this study helped to contribute to existing research by highlighting the effects of teachers' expectations of equal treatment of students, classroom climate, interaction with students, and classroom management associated with teacher demographics. [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.]