This article describes lessons learned in a case study of three high-poverty/racially mixed elementary schools in Louisville, Ky. An approach that included: 1) setting specific, measurable goals, 2) frequent monitoring of student work, and 3) applying distributive leadership elements enabled two of the schools to significantly decrease the percentage of students scoring at the lowest performance level on the Kentucky Core Content Test (KCCT)-Reading. The percentage decrease in the number of students scoring at the lowest achievement level and the concomitant increase in the percentage of students scoring at the highest achievement level on the KCCT-Reading were achieved at racially balanced schools where more than 80 percent of the students participate in the free or reduced-price meals program. The article is organized in five major sections. The first presents a brief review of the literature and the theoretical framework that guided this case study; the key concept in this section is equity as student learning. The second section provides a brief description of federal and state legislation associated with ensuring school success for all students. The third section depicts the school district that served as the research site, including analyses of the achievement gap across school levels. The fourth section shows the KCCT-Reading results associated with the case study of three high-poverty/racially mixed schools, including a description of the schools' sociodemographic characteristics and an analysis of the results by racial and socioeconomic subgroups. The final section offers a set of lessons learned and some practical implications for education administrators. (Contains 6 figures and 5 tables.)