This causal comparative designed study examined perceptions Black students have of White teachers and if these perceptions have any impact on the student-teacher relationship. The theoretical framework is a combination of Milner's deficit thinking theory and critical race theory. The participants were Black students categorized as African American living in the United States, people of African descent living in United States, Caribbean and/or Hispanic/of African descent, living in the United States and Bi-Racial students living in the United States that have completed high school. This research found little correlation between the perceptions of Black students and student-teacher relationships. These findings were constant across all three categorizes analyzed: gender, ethnicity identification, and economic status. [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.]