Educational policies can affect students in a negative or positive way depending on the context and interpretation within the policy. Unfortunately, deficit thinking policies exist that prevent all students from receiving equitable learning experiences. This study focuses on a content analysis approach to expose deficit thinking vocabulary or language that maybe embedded at the macro-level of educational policy. The article is intended to make policymakers aware of their own biases when creating policies. The study aims to provide ways to identify and address thinking by examining the vocabulary and language within macro-level policies.