The purpose of this study was to investigate the perceptions of urban students regarding their teachers who were of different races/ethnicities. The participants in this study were twelve students (African-American, Caucasian, and Bi-Racial) in an urban elementary school. The twelve students were in a special education self-contained classroom and were labeled as having emotional and behavioral disorders (E/BD). Results of this survey indicated the students felt teachers of a different color were competent and they could learn from them and that their races/cultural backgrounds did not affect their performance or how they treated the students. In addition, they indicated that teachers of a different race/cultural background worked well together, taught in ways that were consistent, assisted with increasing their self-esteem, listened to them, and exhibited positive teaching behaviors.