This article compares a White teacher's approach to authority with that of an African American warm demander. Ethnographic methods and discourse analysis illuminated how an African American teacher grounded her authority with African American students in shared culture, history, and frame of reference. A comparative analysis makes visible what White teachers need to do differently to establish cross-racial authority with African American students, such as prioritize interpersonal relationships, communicate in culturally congruent ways, link care with justice, develop a critical race consciousness, ally with students, and critique curriculum. The article offers a reconceptualization of the warm demander relevant for White teachers.