The purpose of this qualitative meta-analysis (QMA) is to provide a concise and comprehensive picture of findings across qualitative studies to answer this question: What factors contribute to systematically closing the opportunity gap for all students, and particularly for students labelled linguistically and culturally diverse? The ultimate goal was to collect and interpret what is already known and use the results to build a conceptual framework that can suggest a practical pathway to closing opportunity gaps. The QMA required forming search criteria with inclusion/exclusion parameters, appraising relevance and quality, and conducting configurative synthesis and aggregation, with a resulting thematic matrix of results. We transformed this matrix into an equity-based conceptual framework with two main meta-categories (equity-based conceptualisation and a systemic multidimensional approach) and five other major factors that must be addressed to reduce opportunity gaps (teaching practices/pedagogy, systemic gatekeeping, representation of all learners, family/community/informal learning, and leadership). The resulting framework uses a critical theory lens that is consistent with critical perspectives used in opportunity gap research and can be applied to educational systems to move forward in addressing opportunity gaps. This multi-factor framework, including the two meta-categories and five major factors, is intended to be applied across educational systems by considering each factor as a component to address within each context.