This study examined differences in classroom experiences for minority boys as a result of their teacher-child relationships and a professional development intervention. The Student Teacher Relationship Scale was used to categorize boys in 23 prekindergarten through 3rd grade classrooms to relationships high in conflict or high in closeness. A time-sampling observation measure was used to observe the two boys with the highest conflictual and two boys with the highest in closeness relationships pre and post a professional development intervention. Independent samples t-tests and analysis of covariance tests were conducted to examine the differences in classroom experiences. Results indicate minority boys with conflictual relationships are less attentive than those with high in closeness relationships. Minority boys in the intervention group received more oral language development and scaffolding post intervention than those in the control group. The results have implications for school staff interested in bettering early school experiences for minority boys.