This article uses qualitative case study methodology to examine why the racial composition of magnet schools in Nashville, Tennessee, has shifted to predominantly African American in the aftermath of unitary status. The article compares the policy contexts and parents' reasons for choosing magnet schools at two points in time--under court order and under unitary status. Social networks, choice sets, and "closer to home" student assignment policies are identified as key influences on the changing demographics of magnet schools in a postunitary status environment. (Contains 2 tables, 2 figures and 6 footnotes.)