This qualitative study of 28 Black faculties across two institutions explores how professors perceived their unique relationships with Black students. Participants noted the challenging and beneficial aspects of their relationships in ways consistent with "othermothering" frameworks, noting their close relationships based on similar experiences in the academy, commitments to community uplift, and high expectations. While there were time and energy costs, participants also cited personal and professional benefits associated with student interaction, including social support, research insights, and connecting them to their communities in meaningful ways. (Contains 1 table.)