In recent times, young people from Australian Sudanese and South Sudanese communities have received considerable negative racialised public and political attention. This publicity has the potential to negatively shape the perspectives of other Australians, which in turn can have adverse consequences for these youth in terms of their social experiences. Against the backdrop of hegemonically 'white' Australian school contexts, pre-determined negative perspectives have the potential to undermine social experiences, relationships, and the overall educational inclusion of these students. This qualitative study places the voices of the participants at the centre of the research to better understand Australian Sudanese and South Sudanese youths' perspectives on their relationships with schoolteachers. A voice-centred relational methodology (VCRM) approach was used to analyse data and to present the findings of the study. The findings suggest that student/teacher relationships as experienced by Australian Sudanese/South Sudanese youth are, for the most part, negative. It was reported that these youth experience low academic expectations from their teachers and are held to disproportionately high levels of disciplinary accountability. In many instances these findings were linked by participants to forms of racial discrimination, which have the potential to impede their educational belonging.