Many educators and school administrators are familiar with the Multi-tiered System of Supports (MTSS), its application of data, and its effectiveness in resolving barriers to academic and social learning. Properly matched research-based interventions are likely to improve student academic and social outcomes. However, what becomes of the effectiveness of MTSS policies when subjectively and arbitrarily implemented? This case aims to promote a diverse and generative discussion among preservice educators, practitioners, and administrators, especially among those in urban school settings. This case explores systemic, educational, and racial implications of a fragmented referral and intervention of a 6-year-old African American male student. Readers are asked to consider how school-wide and district-wide MTSS policies can be amended to ensure equitable identification and implementation among African American students.