The purpose of this dissertation is to capture and explore the existence of white privilege in K-12 schools through the perspective of minority educators. Further, my hope is to engage educators of all kind to begin conversations about white privilege in the schools; to deconstruct whiteness and its impact on education. This research brings forth voices of minority educators to shed light on conversations around race, whiteness and power in education. Today's educators must critically examine race and whiteness in order to break down barriers for children of color and create spaces where critical race consciousness is developed among students, parents, teachers and administrators. Not talking about race simply ignores it. By ignoring it, we are allowing systems of privilege to narrow mindedly influence education for us all. At the center of this dissertation lies a critical race theory foundation that calls one to challenge the experiences of whites as the normative standard. The null voices of minority educators are no longer acceptable within a critical race theory lens. Using narrative research design and semi structured interview questions, I was able to describe the experiences around white privilege from six minority educators. Dominant and emerging themes emerged including: Power Advantage, Exclusivity, Cultural Differences, Colorblind Ideology, Lack of Awareness or Understanding, Intentionality and Relationships. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]