In this paper, the authors report on a qualitative study that explored the influence a “successful” African American male mathematics teacher had on three African American male high school students’ perceptions of teacher care. This critical ethnography study was guided by an intersection of an eclectic array of theoretical traditions, including care theory, critical race theory, and culturally relevant pedagogy. The study employed ethnographic methods during data collection; data analysis identified six overarching themes that the participants used to describe teacher care. Findings suggest that teachers should reconsider the ways they care for African American male students and that a caring teacher–student relationship has a positive influence on African American male students’ descriptions and perceptions of teacher care.