Ability grouping practices within education systems, such as streaming, have seen numerous reforms over the years. These have been led by education scholars’ critiques of the negative effects of streaming on students’ academic achievement and opportunities, specifically based on students’ race and economic status. Led by recent reports and recommendations, the Ontario government is once again discussing reforms to streaming in secondary schools, as it plans to phase out streaming into academic and applied math courses in Grade nine, beginning September 2021 (DeClerq, 2020). In light of this, the purpose of this research study was to highlight the extent of which discourses of destreaming in Ontario address the systemic oppression and barriers to equitable education that underpin practices of streaming. Utilizing a qualitative approach, four documents were purposefully selected, and a thematic analysis was conducted to answer specified research questions. The findings included: (a) the dominant framing of the achievement gap in critiques of streaming fails to challenge streaming as a systemic barrier; (b) focusing on reforming streaming by means of delay, rather than abolishing streaming practices in Ontario, fails to challenge streaming as a systemic barrier; (c) discourses of destreaming in Ontario fail to address providing equal opportunities for all students. These findings are discussed in relation to the existing literature, as well as how they contribute to gaps within the literature. The findings of this research study have significant implications for the future of streaming practices in Ontario, which are important to a variety of stakeholders including students, families, educators, and policy makers.