This qualitative study investigates the impact of the traditional multi-tiered system of support (MTSS) on Black and Brown students in high schools in the Northeastern United States. The MTSS framework, designed to monitor academic and social-emotional progress, has faced criticism for perpetuating disparities among historically marginalized students. The research aims to explore the experiences of educators within the MTSS structure, address systemic barriers, and propose improvements for equitable outcomes. The four questions that guided this study were: How do school community members (teacher, counselor, administrator) understand and describe the adequacy of MTSS in serving Black and Brown students? How do school community members (teacher, counselor, administrator) describe the perceived implications of the MTSS model for Black and Brown students? How do school community members (teacher, counselor, administrator) perceive the impact of culturally competent leadership on the effectiveness of MTSS within educational settings? How do school community members (teachers, counselors, and administrators) describe how experiential learning as a Tier 1 MTSS practice shapes academic and social-emotional outcomes for Black and Brown students? Through a combination of interviews with teachers, counselors, and administrators, the study aimed to provide comprehensive insights and recommendations for a reimagined MTSS structure, ensuring a more equitable and effective support system for Black and Brown students. The findings hold broader implications for educational leaders and policymakers committed to addressing the unique needs of a diverse student body within the evolving landscape of U.S. schools. [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.]