Although teacher turnover affects many schools to some degree, it is especially problematic in urban settings (Ingersoll & Smith, 2003). This qualitative study examined the perspectives of five Black urban students who experienced a midyear teacher change in their 7th grade mathematics classroom. Findings suggest that these students were able to identify instructional strategies that support their learning, and describe the importance of positive student-teacher relationships in the classroom. Specifically, the data indicated that students wanted better support from their new teacher after they experienced losing their first teacher during the school year. Concluding recommendations emphasize the importance of attending to the needs of students in urban schools, from their perspectives, in cases of teacher turnover.