This study examines how charter school advocates and district administrators in a suburban US school district work in concert, although not in unison, to create a public charter school that reinforces the interests of White, economically advantaged families. Drawing on ethnographic data, interviews, census data and charter school documents, we find that district administrators, charter school parents, and charter school officials at the US Department of Education have a tendency to "pass the buck" for responsibility about enrollment and admissions. We also find that district administrators are caught within the social and political dynamics of a school system that in this case compels them to make decisions and enact policies that reinforce existing hierarchies. Our findings contribute to mounting evidence that rather than liberate students from the educational inequalities inherent within the regular public school system, charter schools hold the potential to reproduce racial exclusion and class stratification. (Contains 9 endnotes and 2 tables.)