Research that addresses educational rights of unaccompanied homeless youth in grades 9-12 is limited. The McKinney-Vento Act was created to address the many needs of homeless individuals, including children and youth's right to an education. McKinney-Vento was created over twenty-years ago, and this research sought to examine the implementation of this legislation through the experiences of those most affected, homeless students. Further, discussions of homeless educational policy tend to focus on issues of class. This research illuminated racial dimensions of homelessness that often intersect with class. These dynamics were examined through a qualitative approach by conducting: interviews with homeless students, homeless liaisons, and homeless advocates; conducting document analysis of homeless educational policy; and field observations of two Chicago Public High schools enrolling 50 or more homeless students. The theoretical frameworks of Critical Race Theory and Structural Racism were used as lenses to explore processes of homeless educational policy in a school district in which ninety-percent of homeless students are African-American. Data reveal the ways in which race manifests itself in the everyday interactions occurring in schools and the meanings this has on the lives of unaccompanied homeless youth of color. [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.]