Topic: School-to-Prison Pipeline and the School Policing of African American Students. The purpose of this qualitative phenomenological study is to explore the lived experience of teachers of African American pupils who are at risk of being moved into the School-to-Prison Pipeline. African American students are being dismissed from public school classrooms by their teachers via expulsions or suspensions. This problem is impacting African American students. Critical race theory is the guiding theoretical framework. Critical race theory examines the roles and lived experiences of teachers of at-risk African American students involved with the School-to-Prison Pipeline programs. The data highlights the pro-Caucasian American analysis of teachers of African American school pupils assigned for expulsion or suspension. The investigation is centered on teachers' voices regarding their lived experiences in educating African American students. The elongated history of African American pupils has exhibited specific ways in which former teachers of African American students supervised their pupils in discriminatory practices and racial traditions. Race is a social arrangement that combines the voice-of-color thesis, anti-essentialism, and intersectionality. Participants: Teachers from the State of Mississippi's Public School System were the target population for this study. The State of Mississippi's Public School System has approximately 31,641.0 total teachers. Two research questions: 1) What are the experiences of educators working with African American students who are at risk of being in the School-to-Prison Pipeline? 2) What are the programs available to educators to assist African American Students who are at risk of being in the School-to-Prison Pipeline? Design: This study utilized in-depth 1:1 teleconference interviews, a 17-item survey questionnaire, and the four core concepts of the interpretation theory. Results: African American learners accounted for (15.5%) of all public school pupils. Still, represented about (39%) of students suspended from public schools. Bryan (2017) mentioned that about 85-90% of preservice educators in his program are female, Caucasian American, and middle class, reflecting America's national demographic. The program options available to teachers are: Teacher handbook Guidance Program School Resource Officer Program Alternative Education Classes School-to-Prison Pipeline Programs Juvenile Detention Centers. [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.]