Among the challenges confronting Wisconsin's K-12 education system are long-standing disparities in educational opportunity and achievement on the basis of race. Racial and ethnic achievement gaps also largely correlate with related socioeconomic differences within students' communities in terms of income, poverty, unemployment, and educational attainment. While students of color have been rising as a share of Wisconsin's K-12 student population, the state's teacher workforce has remained overwhelmingly white. This is the first in a series of Wisconsin Policy Forum reports aimed at informing policy discussions about how to address this imbalance. The report analyzes available public data both to outline the magnitude of Wisconsin's teacher-student race gap over time and to illustrate some of the educational attainment trends that contribute to it. It begins with a brief overview of the Wisconsin context for this issue as well as national research on the connection between teacher diversity and student outcomes. The report then draws on several public data sources to: (1) describe Wisconsin's teacher-student race and ethnicity gaps in terms of their magnitude, how they have changed over time, how they differ by race, and how they vary by geography; and (2) explore high-level potential causes and conditions of such gaps through analysis of trends by race and ethnicity at selected stages of the teacher pipeline, from high school graduation and postsecondary enrollment, to participation in educator preparation programs. Finally, the authors reflect on these trends to illustrate how they affect the nature of the teacher-student race disparities seen today. [For the executive summary, see ED612774.]