This study examined how superintendents and principals' childhood experiences influenced the decisions they make regarding their students of poverty. A qualitative research design was used to gather findings and draw conclusions through an interview process of three superintendents and nine principals. The criteria for participation was being leaders of districts and schools who had 40% or higher economically disadvantaged students. The superintendents and principals interviewed were from suburban and rural school districts located in Northeastern New York State. The research focused on how the intentional planning and priorities that the superintendents designed, and the coherence of their principals' planning, made a considerable impact on the lives of their students of poverty. The theoretical framework used for this study was Schein's organizational culture and leadership framework. The data collected were coded and analyzed using four research questions that yielded 14 findings. The results of this study indicate that superintendents and principals who have personally endured poverty demonstrate a deep commitment to ensuring that the priorities for their districts and schools support their students of poverty through multiple approaches. In addition, superintendents and principals who have experienced poverty and view it through an empathetic lens are keenly aware of the challenges of their students of poverty and consider those students when planning to provide resources to support them. Several recommendations for policy and practice resulted from this study. A recommendation for policy is teacher preparation, on the university level, require a semester-long course in equity to include the study of the emotional, academic, and behavioral effects of poverty. In terms of practice, the researcher recommends that districts send a survey to former students inquiring how their educational experience prepared them for life and what recommendations, if any, they have for districts to improve in terms of providing an equitable opportunity for all students. When superintendents and principals keep open minds and ears, involve, empower, and value their stakeholders' input to play an active role, they create an organizational culture that creates the belief of equitable opportunities for all through multiple perspectives. [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.]