The word "equity" is found throughout U.S. schools today -- in district mission statements, school vision documents, and classroom posters. It is used to signify a value that feels fundamental to our democracy and public education system: Students' educational outcomes should not be determined by their demographics, including race, ZIP code, primary language, gender, and/or disability. Yet, according to the authors, equity can feel elusive in practice. Education stakeholders who aim to advance equity in practice might approach this work from different fronts. Policymakers and district administrators might focus on providing all students with access to quality educational resources, including high-quality school facilities, teachers, curriculum and instructional materials. Doing this well requires ongoing inquiry of one's own beliefs, an ever expanding repertoire of professional practices, and constant collaboration to develop student-centered systems. It requires a strategic approach to professional learning. There is no more important time to commit to investing in professional learning for equity. On issues of race, where national disparities persist, we have a particular responsibility for sustained dialogue and action. This historic reality converges with this moment in time, in which we are experiencing an uptick in public acts of racism (Anti-Defamation League, 2017; Southern Poverty Law Center, 2018). Educators have a unique and essential role to play in growing a generation of citizens equipped to think critically; act with truth, kindness, confidence, and tact; and transform the systems that reinforce inequity. In this article, the authors discuss three dimensions that can support educators in learning about equity: beliefs, actions, and systems.