Does having a teacher of the same race make it more or less likely that students are subject to exclusionary school discipline? In this study, the authors analyze a unique set of student and teacher demographic and discipline data from North Carolina elementary schools to examine whether being matched to a same-race teacher affects the rate at which students receive detentions, are suspended, or are expelled. The data follow individual students over several years, enabling us to compare the disciplinary outcomes of students in years when they had a same-race teacher and in years when they did not. They find consistent evidence that North Carolina students are less likely to be removed from school as punishment when they and their teachers are the same race. This effect is driven almost entirely by black students, especially black boys, who are markedly less likely to be subjected to exclusionary discipline when taught by black teachers. There is little evidence of any benefit for white students of being matched with white teachers. Although these results are based on a single state, they should encourage efforts to promote greater diversity in the teaching workforce, which remains overwhelmingly white. In addition to offering more diverse role models at the front of the class, the study's findings suggest that employing more teachers of color could help minimize the chances that students of color, who trail their white peers in academic achievement, are also subjected to discipline that removes them from school.