Today, the US public educational landscape features both well-funded and richly resourced segregated white schools and underfunded, poorly resourced majority black, Latino, Native American, and poor schools. Efforts to remedy these problems are ongoing and varied. Some parents and educators have turned away from traditional public schools and have advocated community-controlled schools as a means of remedying a wide range of issues, including educational inequality. Charter schools are now a particularly popular alternative form of public education. In this article, we draw on findings from a larger case study of a conversion charter school in California in order to examine issues of equity from two perspectives: access and quality. Here, we focus attention on internal dynamics, raising critical questions about the policies and practices enacted within the school and about the long-term effects of everyday interactions between teachers and students. Our analysis helps reveal the extent to which educational outcomes are socially constructed, and it shows how structural arrangements within the school sustain rather than lessen educational inequity.