While scholars have studied racial bias in the application of out-of-school suspension and its influence on arrest and incarceration for decades, the mechanism that produces juvenile delinquency remains unclear. Guided by general strain theory, this study considers racial group differences in the evaluation of suspension as discriminatory, and how it might enhance the likelihood of negative emotions influencing delinquent behavior. Utilizing national longitudinal survey data, the author conducted generalized structural equation modeling to test the direct and indirect effects of suspension to anger, depression, and nonserious and serious delinquency among Black and White middle and high school students. This analysis--the first of its kind--revealed that suspended Black students were more likely to experience anger, depression, and general delinquency than White students. Unexpectedly, findings show that anger explained involvement in serious delinquency for suspended White students. The findings suggest a need for school administrators to adopt interventions and alternatives to suspension.