Helping all students find academic success is a central tenet of independent schools. But at many independent schools, mounting anecdotal evidence indicates that a persistent achievement gap exists between white and Asian-American students and their Latino and African-American counterparts. In 2007, Rebecca Upham, head of school at Buckingham Browne & Nichols (Massachusetts), with the support of the school's trustees, decided to delve more deeply into the issue. With funding from an Edward E. Ford Foundation grant, the school hired an outside researcher to analyze the quantitative and qualitative data on student academic achievement. Not unexpectedly, the study uncovered data to support the anecdotal evidence of race-based differences in achievement. The study has led the school to take new steps to ensure the success of the entire student body. There is now an emerging critical mass of faculty leaders who are largely responsible for implementing curricular change in support of all students. Faculty and administrators have also become more openly reflective in their educational practices and in the way they support students and families. Helping improve the overall experiences of students of color in the school, this powerful combination of outcomes has changed the culture of the school for the better. It also offers lessons for other independent schools wrestling with uneven achievement results based on race.