School-based equity leadership is written into policy in Oregon at the state level in the form of the Oregon Equity Lens, the administrator standards, and the Oregon Integrated Systems framework for school and district improvement plans. Educational equity policies have also been adopted by more than two dozen local school boards. However, these policies rarely, if at all, address neoliberalism and its effects on public school. Utilizing qualitative ethnographic interviewing, this study examines the intersection of school leadership, equity policy, and neoliberalism. The six participants describe the ways they lead for equity and social justice in a state with a rich equity policy base in the context of neoliberalism. This study reveals that despite a lack of familiarity with neoliberalism, the participants' practice of equity leadership is primarily focused on interrupting and managing three elements of neoliberal education: zero tolerance discipline, high-stakes testing, and meritocracy. Additionally, participants describe a hidden curriculum of racial meritocracy and prioritize a focus on equity leadership practices that address racial equity and White supremacy. These findings, which include descriptions of practices that fit into the Culturally Responsive School Leadership (Khalifa, Gooden, & Davis, 2016) and Applied Critical Leadership (Santamaria & Santamaria, 2012, 2015) frameworks, provide evidence for a hidden curriculum and contribute to what is known about how equity leadership is practiced, which equity leadership frameworks accurately describe this practice, and the effect of neoliberalism on public schools and equity leadership. [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.]