Leading for equity is hard, yet inspiring, work. It requires thoughtful and bold conversations about race and poverty; close examination of policies and practices; and astute attention paid to a variety of data and evidence of student achievement, progress, and success. Above all, it requires a willingness to look deeply at one's beliefs and attitudes and to reflect on how those attitudes play out in daily practice. Beaverton, a suburb of Portland, OR, has been undergoing a steady transformation from a homogeneous, middle-income population to one that's increasingly ethnically and economically diverse. Nowhere is that more apparent than in Beaverton's classrooms. Using Beaverton classrooms as an example, this article discusses understanding the differences between equal and equitable, using disaggregated data to drive decisions, and providing high quality staff development in equitable practices.