This article presents a grounded theory analysis of interviews with eight Black and nine white teachers in Nova Scotia, Canada. Patterned differences emerge between discourses used by Black versus white teachers to understand the roles of Black students' families in academic achievement. In varying degrees and respects, Black teacher interviewees viewed Black families positively, while white teacher interviewees usually viewed Black families negatively. Both perspectives have implications for family-school relationships: The negative perspectives reinforce the status quo and are characteristic of cultural racism as described by Bonilla-Silva, while positive expectations resist the status quo by identifying strength in Black families and communities. Our suggestions include dedicating resources to increasing the numbers of Black teachers in our schools and developing teacher training focused on how to relate to families across race and culture, in anti-racist and culturally sensitive ways.