This thesis aims to understand the prevalence and impacts of structural barriers and teachers’ low expectations in the academic underachievement of Black Caribbean children in the United Kingdom. In doing so, this thesis has utilized the following two theories: systemic racism and self-efficacy. Systemic racism has helped uncover the structural and subtle yet discriminatory barriers within UK schools’ institutions while self-efficacy illustrated the ways in which teachers’ low expectations can hinder Black Caribbean children’s self-esteem and motivation and in turn their academic achievement. The chosen method has been qualitative content analysis which has provided this thesis with the common themes, patterns, and problem areas within the literature. This research process has revealed that systemic racism and teachers’ low expectations have negative impacts on the academic achievement of these children. Combining the elements of structural barriers and teachers’ low expectations has also revealed that Black Caribbean children’s right to education is being undermined.