Increasing numbers of African-American males underachieving academically has spurred a look into possible barriers for success. Teachers and students not connecting, or the absence of positive teacher-student relationships has been identified as a reason for academic failure. Research suggests that building strong teacher/student relationships is key to school success among African-American students. This phenomenological research study examined young adult African-American males' perceptions of teacher-student relationships and student learning. The study consisted of 10 African-American males from 18 to 21 years old who had high school experiences in a large metropolitan location in the Southeastern United States. The primary purpose was to obtain in-depth descriptions of how African-American young adult males perceive relationships with teachers and any existing implications of influence on their academic success. This qualitative research explored the perceptions and viewpoints of African-American young adult males regarding teacher-student relationships they had experienced; resulting conversations revealed their feelings, emotions, recollections, and beliefs. Their stories, interpretations, and detailed responses help to explore and analyze teacher-student relationships and student learning from their own perspective. Participant responses determined that positive teacher-student relationships yielded positive behavioral, engagement, motivational, and academic outcomes. Additional analyses revealed the influence of positive teacher-student relationships on student activities outside of school as well. The resulting narrative data will expand current understanding of how African-American male students view student learning and relationships with teachers. Recommendations for future practice are discussed. Implications of this study offer possible effective actions that could possibly bring about changes in beliefs, perceptions, and attitudes of educators concerning African-American male learners.