This qualitative case study explored the opportunity gap between Black and White students in public schools in the United States. The problem addressed in this study is the existence of an opportunity gap between White and African American students in public schools. Addressing and closing the gap has long been a concern for families, researchers, and policymakers. The term opportunity gap refers to how race, ethnicity, socioeconomic status, English proficiency, community wealth, family situations, or other factors contribute to or perpetuate lower educational aspirations for certain groups of people. Opportunity and achievement are inextricably connected but with different goals; opportunity often has various identifiers, such as low-income status, mobility, gender, race, and ethnicity. The attribution theory served as the theoretical framework for this research. This theory explains how members of society can influence and reduce the opportunity gap between White and African American students through curriculum design, staff development, and classroom instruction. A qualitative study was employed to answer three core research questions: What impact does an opportunity gap have on the performance of African American students compared to White students in the school district? What do teachers and parents believe perpetuates the opportunity gap between African American students and White students in a learning environment? and What do teachers and parents think can reduce disparities in students' learning opportunities? The study populations included teachers and parents from public school districts across the United States. Data were collected via an online survey. The findings revealed the existence of an opportunity gap and its adverse implications for student performance and retention. A key result and recommendation for this research is the need to continue to promote equity in education. Further recommendations for future research studies should be conducted using a larger sample of parents and teachers from minority communities. Completing similar research using a quantitative method and a large pool of subjects can increase future researchers' findings. [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.]