This qualitative study of an urban high school draws on critical race theory's tenet of whiteness as property and the notion that educational opportunity is a race-conscious construct to interrogate the impacts of school improvement work intended to increase educational opportunities for students of colour. Educational opportunity is defined as students having access to culturally relevant pedagogy, highly qualified teachers, rigorous curricula, and appropriate resources (fiscal, technological, texts, learning spaces, etc.). Findings demonstrate that the school's equity-minded work actually increased educational opportunities for white students while limiting opportunities for students colour. The inequities in educational opportunity along racial lines was the result of leadership's inability to decouple educational opportunity as an expectation of whiteness and resist the bullying forces of whiteness. Implications demonstrate how schools can decouple connections between educational opportunities and whiteness and how researchers can critically investigate equity-minded school improvement.