Increasing participation in the school choice process among Black and Latino/a/x families has been heavily researched in and around large cities, but to date, very little attention is given to families living in suburban communities (Lareau & Goyette, 2014). Guided by critical race methodologies, this qualitative study explores the experiences of Black and Latino/a/x families who navigate school choice options in suburban New Jersey. The research questions explored how parents’ racial/ethnic identities shaped their decision to enroll their child(ren) in the district or participate in the choice process and their perception of suburban communities and access to educational opportunities. I used Critical Race Theory, raceclass, and Racial Formation Theory as theoretical frameworks to situate the study. Sixteen families who self-identified as Black/African American and/or Latino/a/x participated in semi-structured interviews to share their narratives about choice options in the local school district, the greater county, and the state. Several participant observations of board of education meetings, community events, and school choice-related events also contribute to the contextual experience of families living in the suburban community. My findings reveal how the implementation of school choice policy in New Jersey has wailed back the potential of desegregation mandates and integration efforts in a suburban community. While Black and Latino/a/x parents in my study demonstrate an interest in seeking schools that best align with the educational needs of their child(ren), the structural constraints of the education system continue to shape outcomes in ways that reinforce rather than challenge existing inequalities. This study concludes with implications for education policy and recommendations to center how societal factors, namely race, ethnicity, and class, impact Black and Latino/a/x families’ engagement with choice.