Some literature reports links between caring teachers and positive student outcomes, but students must first recognize that teachers care for care to make a difference. Educators must understand how care is perceived by students to communicate care in classrooms. The present mixed methods research study used an exploratory sequential design to explore the teacher actions, practices, or demeanors that 6th-, 7th-, and 8th-grade students perceive as representing expressions of care and, in turn, provide teachers and teacher candidates some insight into how to communicate care to middle school students in a constructive way that supports students' personal growth and academic success. Multistage purposive sampling was used to select a sample of 253 racially and ethnically diverse middle school students who provided open-ended responses to questions regarding teacher care. Researchers analyzed the evidence that students provided of teachers' care and explored possible relationships between the evidence of care provided and (a) the racial/ethnic subgroup to which a student belongs, (b) the student's grade level, and (c) whether the student qualifies for free or reduced-price lunch. The constant comparative method produced themes of "Academic Support," "Personal Interest," "Teacher Personality," "Equity/Equality," "Safety and Order," "Rewards," and "No Care." Chi-square tests revealed no statistically significant differences in the kinds of evidence of care reported by members of different racial or ethnic groups or members of different grade levels, but statistically significant differences were found by socioeconomic status. Consistently, Academic Support was the most common evidence of care across most subgroups. Implications are discussed.