The persistent and significant achievement gap between black and Latino students and their white and Asian counterparts at Evanston (Illinois) Township High School (ETHS) has existed for as long as anyone can remember. Stories real and apocryphal abound about the institutional barriers that have denied fairness and opportunity for minority students. Despite a long history and the complexities involved in making substantive reform, real change has occurred during the 14 years of the author's superintendency. In this chapter, Alson shares his personal struggles to understand and to define the issue, to develop by trial and error appropriate responses, to engage staff and community, including students, and to develop their capacity for addressing the problem. The author focuses in particular on their Math Department as a useful illustration of the effort taking place throughout their school to attack the achievement gap.