The study sought to integrate prior empirical work examining educational inequities endemic to Michigan’s public education system and education influencers’ perception of school funding, including officials with responsibility and decision-making authority over school resources. With this phase of the work, specific tenets of Critical Race Theory (CRT) and the combination of CRT and Critical Policy Analysis (CPA), the empirical work focused on policy-level analysis to problematizing challenges associated with racial equity relative to public school finances. The degree to how education stakeholders perceive equity within Michigan’s school funding system. The survey results underline the disconnect between perception and reality.