Recent iterations of the Program Review manual to guide the five-year program review process for Illinois community colleges asks institutions to disaggregate data toward identifying equity gaps, the process provides Illinois community colleges with an opportunity to utilize the review as a vehicle to implement anti-racist change. Within the context of career and technical education (CTE) programs of study, the state Perkins V plan identifies equity as a central tenet and encourages colleges to move beyond the race-neutrality of identified special populations to include "others who have been or are marginalized by education and workforce systems" (Illinois State Board of Education & Illinois Community College Board, 2020, p. 5). Even outside of the context of CTE and Perkins V, the program review templates can facilitate the examination of disaggregated data, identification of racial equity gaps, and commitment to systemic change across programs, academic disciplines, and departments within a single institutional context. In Illinois, historical and systemic racism has especially impacted opportunities for Black and Latinx students to access and complete a postsecondary credential (Partnership for College Completion, 2021a). Racism is multidimensional and occurs at the personal (or individual), interpersonal, institutional, and structural levels (Suarez, 2018). The examples provided in the document illustrate opportunities inherent within the program review process to address these levels with intentionality toward closing racial equity gaps and leading anti-racist change.