This ethnographic study made use of stories and narratives to examine racism as experienced by students of color at a local junior high school. Based on critical race theory (CRT) the main purpose was to explore the educational experiences of students of color, the majority of which were Mexican Americans, at a junior high school in Utah. The research question addressed which factors affected the academic experience of students of color, particularly Mexican immigrants. Thirty students, chosen using the Powerschool student information system (SIS), comprised the sample for this study. Sampling was based not only on ethnicity but also gender, grade level, academic achievement, and family social status. The data were collected through interviews and classroom observations. Data were coded according to specific categories and analyzed to explore their meaning and interrelationship using CRT. The interviews and observations revealed that students of color had both positive and negative experiences at school, that their cultural background played a critical role in their daily lives, that racism was significantly manifested at the school, and that a clear division existed among different ethnic groups. This study makes recommendations for social change (i.e., eliminate, if not, lessen discriminatory practices) and includes the suggestions that schools adopt appropriate policies and procedures to address possible racial inequities, that they work through uncomfortable race issues, and that they distinguish racial equity outcomes that educators can affect or control.