Teachers must be able to effectively address the social and academic needs of their students, regardless of cultural differences. It is also critical for teachers to have knowledge of the controlling societal forces affecting their students' lives. Numerous scholars have investigated the overrepresentation of Black males in special education. Understanding students' sociocultural challenges will help teachers develop and implement a culturally responsive curricula for Black students with disabilities. In this qualitative study, focus group interviews were conducted with seven Black adolescent males receiving special education services. Findings revealed primary themes emphasizing the importance of racial reckonings in the classroom and the need for caring and belongingness in the secondary learning environment. The role of the teacher in providing a psychologically safe and culturally responsive classroom is addressed.