Using data from the National Survey of Student Engagement, multivariate analyses were conducted to examine the impact of effective teaching practices and student–faculty interactions on perceptions of faculty relationship quality for Black women collegians at a public historically Black university. Using a conceptual framework that integrates Tinto’s (1993) interactionalist theory of college student departure, Astin’s (1993) student involvement theory, and Weidman’s (1989) undergraduate socialization model, the final regression model explained 56% of the variance in faculty relationship quality. Significant predictors included faculty feedback, course-related conversations outside of class, and discussions around academic performance. We close with implications for policy, praxis, and future investigations.