This qualitative study analyzes African American males' perceptions of the tutor-tutee relationship within in-home, one-on-one tutoring. The participants were seven African American males who currently attend this type of tutoring. A qualitative approach was used to engage participants in a dialogue regarding their experiences with in-home, one-on-one tutoring. The data revealed that participants: had more negative than positive opinions of public school; had more positive than negative opinions of in-home, one-on-one tutoring; communicated more positive comparisons with public school and in-home, one-on-one tutoring; and articulated a variety of improvements for in-home one-on-one tutoring. The findings of this study divulged that young African American males became more interested in their academics, acquired life skills, increased reading scores, and successfully navigated the tribulations in their schools because of the care demonstrated by their tutor. In particular, student participants and parents highlighted father-like care as central to the success of the tutor-tutee relationship.