Educational equity is understood as the recognition of a school system to ensure resources to safeguard that all students have equitable access, opportunity, and outcomes (Galloway & Ishimaru, 2015). Yet inequity persists in the American educational system. School accountability remains at the forefront of education policy to ensure equitable achievement between students from all backgrounds regardless of race, ethnicity, family income, linguistic background, and ability (Krejsler, 2018; Skrla, 2001). This article reflects a qualitative approach to understanding public school superintendent voices regarding experiences, feelings, and beliefs related to our ongoing era of accountability in a changing social environment. This study examines the results of interviews of 13 public school superintendents in a large metropolitan area and identifies emergent themes in superintendent thinking as it revolves around school accountability. These themes are couched in larger discussion of educational equity.