This article undertakes a historical and contemporary examination of barriers to equal and equitable access to higher education for Israel's Palestinian Arab minority, with a specific emphasis on the pre-university examination criterion. Rooted in the aftermath of the 'Nakba' of 1948 and subsequent systemic erasures of Palestinian history and identity, the analysis uncovers how the segregated education system, compounded by socio-economic factors, has persistently hindered the learning outcomes of Arab students. These layered challenges reveal a sustained pattern of discrimination against Israel's Arab citizens, leading to a state of cultural and cognitive dissonance. Drawing on frameworks of Fanon and Sen, the paper argues for achieving more equitable educational outcomes through authentic integration models that value the minority's indigenous culture. This necessitates political resolve, historical acknowledgment, and a decolonial approach. The article concludes by outlining directions for future research focused on restructuring education policy to enhance Arab students' outcomes