Using detailed classroom-level data for North Carolina, we build on previous research to examine racial gaps in access to high-quality teachers. We calculate the exposure of White, Black and Hispanic students to teachers with various characteristics in 4th grade, 7th grade math and English, and 10th grade math and English. We find that across the state White students enjoy sizable advantages over both Black and Hispanic students in the form of higher exposure to teachers with strong credentials and lower exposure to teachers with weak credentials. Remarkably, we also find this pattern of White advantage in most individual counties, with the largest White advantage occurring in the largest counties by enrollment. A decomposition of the White advantages shows that the bulk of them can be attributed to differences across counties and differences between schools within counties. Only in 10th grade are differences across classrooms within schools important in explaining the White advantage. [Additional funding for this report was provided by Duke University.]