The term “critical mass” about the enrollment of diverse students in institutions of higher education was mentioned in the decision Grutter v. Bollinger , attracting the public’s attention in part because of its indefinable nature. The discussion of this specific concept lends itself to an analysis of the potential representation of minority racial groups in terms of enrollment in colleges and universities in the future. The purpose of this paper is to discuss the difference between the idea of critical mass and quotas while analyzing how educational institutions can apply this measure with a focus on the potential for benefit. In applying the idea of a critical mass of diverse students in terms of enrollment, universities are attempting to address specific goals associated with the academic freedoms guaranteed by the First Amendment. One such goal is to support the idea that all young people, regardless of race or ethnicity, or social status, can have access to higher education. Thus, key academic freedom involves receiving knowledge and education without unreasonable or discriminatory barriers. Another goal is to guarantee that an educational institution will be able to effectively realize anti-discriminatory policies. Moreover, by enrolling diverse students, universities can accentuate an orientation toward building diverse faculties where professors and students are not limited in their freedoms related to their academic needs. One controversial question in this context addresses the difference between the idea of a critical mass as a particular number related to this concept and such measures as quotas and targets. As stated in the Grutter v. Bollinger decision, a quota is a fixed number or proportion of people who should be enrolled according to some criteria; it is important to emphasize that this number cannot be exceeded. Numerical targets also represent the exact numbers or percentages that universities determine in an attempt to enroll students systematically. In contrast, the concept of critical mass is abstract, and unlike quotas and targets, it is not associated with any specific number or percentage. Thus, authorities in educational institutions can conclude their achievement of critical mass only before the end of the admission process. From this perspective, it is necessary to discuss how educational institutions can determine that they have reached the desired critical mass of admissions for diverse students. Without depending on specific numerical targets, authorities for colleges and universities can understand whether a critical mass of minority students has been achieved by the end of the admission process by comparing the numbers of enrolled students of different races to ascertain the proportions and guarantee that minority students admitted in a particular year will not feel isolated or underrepresented. As a result, the practical application of critical mass can be viewed as different each year; moreover, this abstract measure by its nature remains unpredictable. Although people responsible for reviewing admissions can discuss race as a “plus” factor at an early point in the admissions process, a full picture regarding a critical mass of minority students remains unavailable. The main focus at this stage is on trying to achieve a balance in enrolling diverse students. Accentuating