Under the College and Career Readiness Performance Index rating criteria in Georgia, public schools are being held accountable not only for increased academic achievement, but also for decreased academic achievement gaps. A case study of stakeholders from one high school in Georgia considered what some local Black community members, parents, teachers, and former students perceived were ways to improve academic achievement and decrease the gap among Black and White students at the school. Through private interviews and focus group discussions, perspectives were gathered on why the gap existed; how peer relations, cultural differences, and teacher behaviors impacted Black student achievement; and what measures the school could take to make improvements in the area of Black students’ achievement. Through data analysis, the following themes emerged: (a) there are multiple causes for the academic achievement gap, (b) teacher behaviors impact student achievement, (c) cultural mismatch impacts student achievement, (d) peer relationships impact student achievement, (e) intervention should begin at the ninth grade level, (f) Black students need exposure to opportunities, and (g) there is a need for culturally responsive pedagogy.