This qualitative study examined college and career counseling for Black and Latinx students at Cedar Academy High School (CHS, a pseudonym), a suburban public high school located near a major mid-Atlantic city. While previous research has focused on college and career counseling in urban or rural settings (McDonough, 1997; Perna et al., 2008; Woods & Domina, 2014), this study addressed the gap in suburban contexts. Utilizing critical race theory (Bell & Freeman, 1980), critical race theory in education (Delgado & Stefancic, 2001; Ladson-Billings & Tate, 1995), Yosso’s (2005) theory of community cultural wealth, and Ray’s (2019) theory of racialized organizations as theoretical frameworks, the researchers conducted semi-formal interviews with graduates from CHS, parents, school counselors, and building leaders from the 2020-2024 cohort. The findings revealed insider/outsider dynamics and leadership gaps that create systemic barriers to equitable postsecondary planning. Despite demographic shifts making CHS more diverse, organizational systems remain rooted in historically less diverse practices, leading to inequitable experiences for Black and Latinx students and their families. As the United States, particularly suburban areas, becomes more diverse, the researcher recommends systemic change through a newly created framework to promote more equitable and culturally sensitive college and career planning practices.