In recent years, research on urban school-community relations has emerged with renewed vigor and a myriad of suggestions for how to best approach the topic. While most of these suggestions are anchored in positivist and interpretive epistemologies, a growing number of scholars are applying more critical approaches to school-community relations that center issues of equity and unequal power relations. However, these approaches are often perceived as being too impractical for educational leaders to implement. This article thus situates approaches to school-community relations across three epistemologies: positivism, interpretivism, and critical theory to make these ideas more accessible for educational leaders. With a focus on developing educational leaders to work equitably across school and community contexts, this article provides an operating framework for each approach that delineates assumptions, goals, views of families, strategies, and types of leadership. Finally, this article provides an epistemological grounding to propose that educational leaders develop what I call "community equity literacy," and concludes with implications for future research.