The purpose of this study is to delineate evidence demonstrating inherent racism in a public school using counter narratives. The occurrence of racism in public schools is pernicious and pervasive and nearly half a century after the initial implementation of federal civil rights legislation, racism remains in our educational environments. This dilemma should concern all of the citizenry, since all persons have a vested interest in fairness, equality and the elimination of discrimination in learning environments. Critical race theory (CRT) provides the theoretical foundation for validating these counter narratives. Critical race theory emphasizes the socially constructed nature of race and considers judicial conclusions thereof, to be resultant of political power and thus CRT rejects the continuation of all forms of subordination predicated upon race. the research design methodology utilized is ethnography. Based on an ethnographic research design methodology, the central two research questions that guided this inquiry were: (a) What is the nature of the public school experience (be more specific here – I think you mean the experience of racism)for students (from the student point of view) and (b) What factors affect the public school experience (again be specific) of the student (from the student point of view)? You are missing the overall research design, methods and specific data analytic procedures. Missing findings and how these relate to the theory. Missing key results, one or two conclusions, and recommendations that capture the heart of the research . This study demonstrates, by utilizing these counter narratives in delineating evidence of inherent racism, the effectiveness of these narratives in highlighting and, by extension, combating this racism.