As scholars account for the disproportional harm adolescent Black and Latino boys face in school, needed are studies that report on more than educator bias. Utilizing interviews and ethnographic observations from an urban charter school, I introduce and deploy the "Intersectional School Power Model" to illustrate how multiple school processes coalesced to uphold the criminalization of Black boys and stigmatization of Latino boys subtly and acutely. Findings show their (mis)treatment resulted from intersecting power arrangements across four school domains: the "structural" (e.g., organizational components), "cultural" (e.g., school norms), "disciplinary" (e.g., student corrective policies and practices), and "interpersonal" (e.g., daily interactions).