n this article, we delve into the often negative and deficit hyper-visibility of Black boys in early childhood education settings. Unfortunately, Black boys like Mason find themselves caught in a discipline rut, in which they are labeled as aggressive, troublemakers or too active. Black girls grapple with the same issues but not to the same degree or extreme. These negative labels contribute to and/or reinforce views by their teachers, administrators, and other education professionals that they are academically and socially inept compared to other children, primarily White, middle-class and affluent children.