Researchers have been studying the racial achievement gap for years but somehow closing it has not happened systemically. Many scholars have postulated that implicit bias and systemic racism have contributed in perpetuating the achievement gap between African American and White students. The purpose of this study was to determine if implicit bias and structural racism influenced education policies and decisions among a diverse group of educators and education administrators in diverse districts in Suffolk and Nassau Counties in New York. This study was qualitative in nature. Semi-structured interviews with educational leaders (upper and lower level administrators), classroom teachers, and deans, were conducted in diverse Long Island, New York high schools in Nassau and Suffolk Counties. The participants' ages and years of service varied. They ranged from 14 years of service to 30 plus years. There were even two participants who were retired. The researcher asked a series of prepared questions as well as additional questions that emerged during interview discussions. The researcher was able to elicit thick, rich, and descriptive information about the mindsets, training, and practices of the participants as it relates to implicit bias, systemic racism, the critical race methodology, cultural pluralism, and educating "all" students. The analytic induction method will be applied to investigate whether the respondents express views consistent with the tenets of Critical Race Theory. This study discovered the extent to which educational leaders and systems engage in understanding the impact of implicit bias and systemic racism. [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.]