This qualitative study examines how cultural and racial similarities and differences between teachers, regarded in their school as successful, and their African American students affect the student-teacher relationships and how these relationships shape and are shaped by racial ideology. The purpose of this paper is: (1) to offer an insight on teachers' and students' beliefs, expectations, and practices related to schooling and education; and (2) to understand how racial ideology plays out among teachers and students in a predominantly African American school. We rely on an understanding of race as ideology, rather than as an independent variable to be quantified and measured. We found that seemingly neutral and objective educational terms such as classroom structure, discipline, or achievement are infused with racial meaning and are a product of and reflection on racial ideology in which education and schooling operate. The power of racial ideology is not that it "tells" its actors what to do or say; rather, it lies in the power of interpretive choices that teachers use to tell the stories about the school and the students. (Contains 2 notes.)