The nation's goal of achieving educational equity has been both elusive and complex. U.S. schools are becoming more, not less, segregated, and the racial isolation of Black and Latino students from White students is a national trend. For two decades, the Rockville Centre School District in New York has engaged in reforms that were designed to close the achievement gap while improving learning for all. Those reforms accelerated in 2000, when South Side High School, the district's only high school, dismantled its grades 9 and 10 tracking system and gave all students access to the enriched, honors curriculum, which resulted in the closing of the achievement gap between the high school's majority and minority students. The detracking of Rockville Centre's middle and high schools was a complex, multiyear reform that involved, policy, instruction, data analysis, and leadership. From the author's experience she knows that they secondary school leaders play an essential role in any reform's success, and although they cannot do it alone, they can do much to lead reform. This article offers strategies that principals can use to lay the groundwork for providing more equitable access to challenging classes for all students.