This book explores the concept of care as a critical methodological component of school-based qualitative and ethnographic research that involves children and youth participants in schools in the USA, particularly with youth from nondominant communities. The contributors demonstrate how to be supportive researchers and how to engage in responsible research with vulnerable youth. They argue that care-based research is about recognizing youth not as research subjects, but as humans first. The chapters showcase new research from scholars who work with marginalized children in a range of school contexts: traditional public schools, private schools, charter schools, and alternative schools, primarily, but not exclusively, in urban contexts. These schools serve various populations of children and youth from African American and Latinx communities, immigrant communities, including those for whom English is a second language, and students with disabilities.