This qualitative study described the lived experiences of 17 educators. These educators were 10 teachers and 7 principals. The study was conducted using an Interpretative Phenomenological Analysis (IPA) methodology to explore the lived experiences of teachers and principals. The population included those teachers and principals with 5 or more years of public education in North Carolina. The participants completed a 45-minute interview that included 5 questions for teachers and 7 questions for principals. Otter was used for the data analysis to identify common themes and patterns. The persistent achievement gap among students of color in educational settings remains a significant challenge in the pursuit of equitable education. This qualitative study highlights the best practices and strategies employed by principals and teachers to narrow this gap. The Achievement Goal Theory was used as the theoretical lens to obtain the answers from "What do teachers perceive as best practices to close the achievement gap among students of color? What do principals perceive as strategies to close the achievement gap among students of color?" This study emphasizes the crucial role of educational leaders and educators in fostering inclusive environments, employing culturally responsive pedagogy, providing targeted support, and promoting family and community engagement. The qualitative study seeks to contribute to the ongoing efforts to reduce disparities in educational outcomes and ensure that all students, regardless of their racial or ethnic background have access to quality education and opportunities for success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]