The Black-White achievement gap is not a new phenomenon. Causes of the gap have been linked to genetic differences as well as to cultural differences. Middle schools in South Carolina have a difficult time scoring well on state report cards and making Adequate Yearly Progress (AYP) as defined by the No Child Left Behind Act. South Carolina is also a very diverse state with concentrations of White populations in the northwest section of the upstate and concentrations of Black populations along the I-95 corridor and southern parts of the state. This research examined the Black-White achievement gap through the lens of sixth through eighth grade-configured middle schools in South Carolina and whether the size of the Black population impacted the Black-White achievement gap for students scoring proficient and advanced on the Palmetto Achievement Challenge Test (PACT) in the subject areas of English Language Arts (ELA) and math. The subjects of segregation, desegregation, scientific racism, and intelligence were examined to add emphasis on the importance they play in the Black-White achievement gap. This study found that there is a significant Black-White achievement gap in sixth through eighth grade-configured middle schools in South Carolina, but the percentage of Black population seemed to impact only one grade level negatively and another positively. When the Black-White gap was compared with South Carolina's AYP standard it showed that the Black population did affect this gap in that the larger the Black population, the larger the AYP-ELA and AYP-math gap became. South Carolina, along with other states, has a long road ahead of them in the quest to close the Black-White achievement gap.