Scholars have spent decades trying to determine the cause and solution to an overwhelming issue called the achievement gap. The achievement gap refers to the gaps in academic achievement among certain subgroups of students. One of the most prevalent determiners between those who achieve academic success and those who do not is race. The majority of research done on this topic has been through quantitative design. However, a knowledge gap exists within the research on how Black students' perceptions of the schooling experience is influenced by the treatment they receive from their White teachers. This study used Critical Race Theory as a theoretical framework to collect qualitative data via creative products and conducting one-on-one interviews with Black elementary students regarding their lived experiences as students most at-risk of experiencing the achievement gap. Using the method of counterstory, this study amplified a voice far too long silenced in the academic conversation surrounding the achievement gap--the voice of the students experiencing it themselves. [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.]