Summary 1: Schools across the country are under great pressure to provide students with an appropriate education. Stakeholders want to see the graduation rate increase and the drop-out rate decrease. One of the road blocks to obtaining the goal of an increase graduation rate may be long-term out-of-school suspensions. Although students of various races may experience out-of-school suspension, this study explored the phenomenon of long-term out-of-school suspension as discipline as it relates to the experience of African American students attending urban public high schools specifically. The study included both students who participate in general education and students who have been classified to receive special education services. The teachers participating in this study were of a mixed group of K-12 teachers of various races. This qualitative study aimed to explore the personal accounts of African American students attending a large school district in Western New York and who have experienced out-of-school suspensions. Summary 2: The goal of giving a voice to African American high school students who have experienced multiple long-term out-of-school suspensions has been met. A phenomenological approach and qualitative analysis of interview data provided answers to the research questions posed in this study. The results provided insight into how multiple long-term out-of-school suspensions affect African American high school students. School districts nationwide may gain an understanding of how they may reduce the use of long-term out-of-school suspensions, minimize the impacts when they occur, and support strong student-teacher relationships. School districts may provide professional development opportunities to train teachers and administrators how to implement research-based programs aimed at increasing positive student behaviors such as PBIS. The research-based programs may give teachers and administrators the tools to teach students positive