Racial discussions have always been an avoided topic by Americans, typically in fear of starting controversy. Starting as a country divided by race and color, America is beginning to grow in its acceptance of race. Due to this, in school systems, topics such as race along with racial conflicts are being integrated slowly into the classroom curriculum and discussions. This study evaluates the effect race-based policies in schools have on a student's ability (in terms of comfort) to discuss and address topics regarding racial stereotypes, bias, and racism within a classroom context, in Frisco Independent School District (FISD) high schools. This analysis will be conducted through the uses of surveys with differing questions targeted towards the two primary stakeholders of this issue: teachers and students, in which results will be summarized numerically to give conclusive results. The main purpose of this study is to highlight the possible need for a better way of integrating racial acceptance and equality within a classroom context. In contrast, if my study proves that FISD high schools effectively handle race in their curriculum, this school district can serve as a model for other districts to reach that same comfort of racial discussions amongst students and teachers.