The current policy context established by "No Child Left Behind (NCLB)" calls for schools and teachers to develop and execute plans of action they believe will effectively address achievement gaps. This article uses conceptual and research literature to explore the construct of teachers' collective sense of efficacy and its potential influence on schools' efforts to respond to the equity mandate of NCLB. Specifically, I explore the relationship between teachers' collective sense of efficacy, accountability policy, and student achievement. I also examine the school leader's role in mediating policy, teachers' sense of efficacy, and school contexts in ways that can positively address educational inequities. Finally, I conclude with several implications for school leadership, policy, and future research.