This qualitative case study investigated the implementation and experiences of access and equity work in a suburban, public K-12 school district in the Midwest United States. While the literature regarding educational leadership, student educational gaps, and school change is prolific, inequities in policy and practice perpetuate predictable failure for some of our nation's youth. Using the lens of the Cultural Proficiency Framework, this study aimed to address the research questions by examining (1) the educational leader's role in school change; (2) policies and practices used in the school district; (3) the ways in which implementation of the Cultural Proficiency Framework influenced change; and (4) challenges educational leaders face during the work of Cultural Proficiency. The findings of the study revealed consistency among three emergent themes for successful culturally proficient practice and policy implementation including outcomes from professional learning communities, diverse family and community involvement, and continuous school improvement towards student achievement. Implications of this study suggest application of the Four Tools of Cultural Proficiency with contextual usage of the emergent themes for leading organizational change towards increased equity, access, and inclusion.