This article explores the types of family-school relationships that promote academic, socio-economic, and social and emotional well-being of black African immigrant children in the United States. The data are ethnographic, drawing on one year of participant observation and interviews at two elementary schools. The findings are also set within the context of an analysis of data from the "New Immigrant Survey." The article identifies mechanisms by which relationships between black African immigrants and schools are created and argues that intersections between demographics and school culture are central, particularly as related to the possibilities for relational power, which can allow parents and school staff to transcend persistent inequalities of race and discrimination.