To secure the economic well-being of our country in the current global society, we must be concerned with all students, and all means all. This qualitative research study asserts the need to stop focusing on the achievement gap and work to close opportunity gaps through equitable school practices. This narrative inquiry study critically analyzed equity frameworks and sought to understand how equity directors translate theory into praxis. Their counternarratives shared their approach to praxis during their journey. This study used Critical Race Theory (CRT) and CRT in Education theoretical frameworks to examine the equity directors' experiences. Their stories provided wisdom and guidance along with concrete, actionable steps for new equity directors and school leaders to enact change. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]