This qualitative case study employing a critical race theory methodology uses Derrick Bell's conceptualization of racial fortuity to examine the ways leaders at Carver High School responded to accountability pressures related to supporting students of color. Findings highlight how school leaders' espoused racially just improvement initiatives and definitions of success were actually instantiations of racial fortuity where students of color were forced to involuntarily sacrifice their educational opportunities while leaders were positioned as the primary beneficiaries of this equity-minded work. The implications highlight the need for leaders to bring communities and students of color into school improvement efforts intended to advance racially just educational opportunities for youth of color.