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Public school board members are charged with the responsibility and accountability to provide governance-level advocacy for equity and excellence in public education. This qualitative study examined the perceptions of school board members in three K--8 school districts in the midwestern part of the United States regarding the 50+ year Race-Based Academic Achievement Disparity (RBAAD) in public education. Virtual one-on-one interviews, a virtual focus group, and member checks were used to gather data. Utilizing servant and moral leadership as the theoretical frameworks, the findings revealed that school board members are empowered with governance-level authority and the responsibility to address the RBAAD phenomenon, school board members encounter obstacles that challenge their ability to mitigate the RBAAD phenomenon, and school board members contend that opportunities exist to promote mitigation of the RBAAD. Implications for future research and practice are addressed.