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This study delved into the perspectives of twelve justice-involved students of color, specifically African-American and Latinx students aged eighteen or older, who are identified as serious offenders. The primary objective was to discern effective practices that fostered a meaningful connection between these students and their teachers, thereby actively involving them in the classroom. Utilizing the CRP framework, with a focus on relationships, the research employed a qualitative design and methods within a juvenile justice facility's school setting. Through twelve semi-structured interviews, thematic analysis unveiled two overarching themes in response to the initial research question: care and humanity. Within the care theme, crucial sub-themes like patience, physical presence, time on task, and empathy were identified, offering nuanced insights into elements vital for establishing a strong teacher-student relationship. The second theme, humanity, included sub-themes such as respect, relatedness, tolerance, and sensitivity, providing insights into the dynamics within teacher-student relationships. Addressing the second research question, motivation emerged as a pivotal factor influencing student engagement. Key motivational practices included aspects of reward, inclusiveness, and engagement. Under the engagement sub-theme, practices supporting the role of engagement, such as connecting, pushing, inspiring, and energizing, were identified. These research findings offer practical and actionable insights for teachers seeking to connect with students with serious offences and influence their motivation to participate actively in the classroom. The significance of these findings lies in their potential to bridge the cultural divide between teachers and justice-involved students of color with serious offences. The study acknowledges its limitations and proposes avenues for future research based on the identified findings.