This qualitative phenomenological research employed purposive sampling to delve into the educational concept of equity disparity stemming from college readiness programs. The study specifically targeted teachers and administrators who possessed firsthand experience with the phenomenon of inequity observed among students achieving success within college readiness initiatives. Purposive sampling, a deliberate selection process, was chosen to ensure that participants had direct knowledge and insight into the dynamics of inequity within college readiness programs. By focusing on individuals closely involved in administering and facilitating these programs, the research aimed to capture nuanced perspectives and experiences related to equity disparities in educational access and outcomes. In selecting participants, careful consideration was given to their roles within the educational setting and their exposure to the effects of college readiness programs on student equity. Teachers and administrators were chosen based on their direct involvement in implementing, overseeing, or interacting with students within these programs. Their diverse perspectives and experiences provided rich data essential for gaining a comprehensive understanding of the complexities surrounding equity disparities in college readiness. Through in-depth interviews and dialogue, the research aimed to illuminate the complexities of inequity and its impact on students' access to educational opportunities. By amplifying the voices of educators and administrators, the study aimed to contribute to ongoing discussions and efforts aimed at promoting equity and inclusivity within educational settings. [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.]