This study delves into the disparity in academic performance between students of color and their white counterparts, the former performing three to five years behind. To address this issue, a qualitative and interpretive descriptive study was conducted to investigate how schools address learning opportunities for students of color, employing Bandura's social cognitive methodology. The researcher used semi-structured interview questions with 13 certified English teachers working in grades 9-12. Participants were invited to partake in the study via email, with those interested in volunteering to join. Once the teachers agreed, they were interviewed. The results were analyzed after gathering data from the required number of participants. The findings shed light on teachers' perspectives on the challenges hindering student success in high schools. Recommendations included professional development focusing on literature skills and concepts, strategies to enhance student support, and tailored assessments to effectively meet students' learning needs. Efforts towards improving absenteeism rates and fostering students' motivation to engage in learning were also highlighted as essential components in supporting students of color effectively. [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.]