Racial discipline disproportionality is a persistent issue in schools with Black students experiencing exclusionary discipline two to three times more than their White peers, and Black males more likely to be diagnosed with an emotional and behavioral disorder. Interventions that target malleable root causes of disproportionality and have an explicit racial bias component may disrupt these processes. The study took place in an alternative school setting across two classrooms with White, fifth- and sixth-grade teachers (n = 2) and their Black students (n = 6). A single-case, withdrawal design (A-B-A-B) examined the impact of a semi-structured teacher coaching intervention on disrupting biases, improving classroom management and cultural competency, and ultimately improving student-teacher relationships. The coaching included Mindful STOP as a self-regulation strategy, the Mindful Reflection Protocol to discuss behaviors, and performance feedback, all focusing on outcomes related to student-teacher relationships and discipline. During intervention phases, Teacher 1 showed improvements in positive communication while keeping negative communication low. Teacher 2 showed smaller, more variable improvements. Teachers and students in both classrooms reported improvements in their relationships based on pre/post rating scales. Teacher-reported discipline outcomes were variable. These findings may provide concrete strategies for supporting the development of equitable discipline practices for Black students. Future studies will explore modifications to the current coaching package.