The racial composition of schools in America is rapidly changing especially in the suburban districts of Americas largest metropolitan cities. Despite all the laws, policies, and court cases, educators and education advocates are still perplexed as to how to preserve diverse student enrollments in rapidly changing, multicultural school environments while sustaining high academic performance for all students. Using a multi-racial suburban public middle school in metropolitan Atlanta, the purpose of this study was to examine: (1) the social and political geography of demographic change in the countywide school district, (2) how administrators, parents, teachers, and community members describe and make sense of racial, ethnic, and socioeconomic change, and (3) how demographic differences between students and teachers affect academic performance. This qualitative case-study uses phenomenological questioning to ascertain whether changes in school and community demographics lead to racial isolation and declines in academic performance. The results of this study found that the school is able to maintain its multi-racial status because of its geographic location in the center of the county. However, the confluence of an aging infrastructure and maturing residents has led to an increase in apartments, rental homes and senior living facilities. These new construction efforts allow for a more diverse population to move into the area including people of lower socioeconomic status and residents of color. Consequently, the school enrollment of nonwhite students in the district has increased, while the enrollment of White students has decreased. Overall, results indicated participants appreciate a racially and socioeconomically diverse school and believe that a cosmopolitan environment will help students succeed in a global environment. However, when faced with the challenge of how to control classroom behavior and increase academic performance, there is a cultural divide threatening to disrupt the multicultural integrity of the school. Educators and education advocates are aware of the changing demographics but lack the skills and training necessary to aid in the success of students and families that are economically and socially marginalized. Finally, the size, stability, and success of the school district, as a whole, engenders a lack of urgency to protect a multi-racial student enrollment.