Previous research indicates that exclusionary discipline practices such as suspension lead to negative outcomes for students and disproportionately impact Black students, even though there is no evidence that Black students misbehave at rates greater than their peers. This study was conducted to examine suspension rates in rural public schools in Louisiana by comparing elementary and secondary schools and analyzing the relationship between the proportion of Black teachers and suspension rates. The data showed that suspension rates were higher in secondary schools than elementary schools and that a higher proportion of Black teachers was associated with lower suspension rates. These results indicate that more research is necessary into the factors impacting secondary suspension rates and that increasing a school's rate of Black teachers may be one tool for reducing suspension rates.