Educators have employed numerous strategies to address the problem of inappropriate student classroom behavior. The purpose of this study was to determine if there is a relationship between the role of the teacher or expected function and the behavior of African American male students in the educational environment. The research questions were designed to address how teacher expectations and behaviors with African American males compare with those of other students and their perceived effect on student behavior in the classroom. The conceptual framework for this study was social learning theory, and the focus was on teacher expectations and behaviors. The study was a descriptive qualitative study. Semi-structured interviews were conducted with a purposive sample of ten African American and White seventh grade middle school teachers. Interview responses were coded and analyzed to determine common themes. The findings indicated that African American males were more likely to be perceived by the teachers as the most challenging students, and teachers acknowledged that their roles affected the behavior of these students. For teachers to meet the needs of their students, results suggest research should examine factors that contribute to the expectations that these students have for their teachers. The recommendations for schools include a focus on facilitating change related to teacher roles in school culture, developing more tolerant communities of practice, and holding high expectations for all students. Implications for positive social change include the improvement of quality of life and education for African American male students. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]