Despite research that suggests that improved relationships between African American parents and their children’s teachers may be effective in supporting better academic outcomes, few studies have been conducted from the perspectives of African American parents. To address this gap in the literature, this study examined the research question: How are positive parent-teacher relationships characterized by African American parents? To address this research question, I relied on a qualitative, grounded theory approach in combination with Black feminist epistemology as the conceptual framework as a way to privilege the voices of African American parents. Open-ended interviews provided data on ways that 13 African American parents characterize positive relationships with up to five of their children’s teachers for a total of 20 teacher descriptions. I analyzed the data using the constant comparative method and addressed validity via member checks. Teachers with whom the parents had positive relationships: a) connected with parents, b) cared for the child, c) had a shared commitment to the success of the child, d) stayed focused on learning, and e) effectively communicated. The study advances a theory of African American family positive relationships with teachers.