Building on the work of sociologist Arlie Hochschild (1979, 1983), studies have shown that Black people and other people of color engage in more emotion work than their White counterparts in predominantly White settings (Wingfield 2010, 2019). Although we know much about the way in which emotion work is gendered and how emotion work can be racialized, we know little about the process of emotion work done in non-White settings. Gendered and racialized feeling rules may also change in predominantly non-White settings as compared to predominantly White settings. This study examines the role of emotions and emotion work in a predominantly Black school with a majority of Black teachers, staff members, school administrators, and students. I study the school as a care-centered workplace rather than a traditional educational institution. I examine teachers' workplace practices that are influenced by students as clients that they care for and serve similar to research on the emotion management of nurses and doctors working with patients (Cottingham 2014; Cottingham, Johnson, and Erickson 2018; Rodriguez 2011; Wingfield 2019). Using six months of ethnographic observations at Bridges, a predominantly Black middle and high school TPA with a majority of Black school administrators, teachers, and staff members and in depth, semi-structured interviews with 25 teachers who had experience working at Bridges specifically and/or other TPAs in general, I explore how systems of race and gender informed the emotion work of teachers and school administrators in a predominantly Black workspace. Understanding the experiences of teachers and other school employees working in predominantly Black TPA schools with a hyper-focus on behavior modification (Lehr and Lange 2003; Pollack and Thoits 1989) will not only expand the sociological literature on emotions, it will also shed light on the possible emotion work and feeling rules associated with racial inequalities in society. [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.]