The purpose of this qualitative descriptive case study was to describe the perceptions of high school principals and teachers related to how inequitable distribution of federal and state educational funds between low- and high-income schools resulted in disparities in educational outcomes in two low socioeconomic status high schools in the Southeastern United States. Purposive sampling was used to select the study sample based on inclusion and exclusion criteria. The sample comprised two high school principals and 18 teachers from one school district. The data collection instruments were semi-structured individual interviews and a focus group discussion. Data analysis was conducted in anonymity and included creating a memo, reflexivity, coding, comparison analysis, and forming categories and themes. Research questions were designed to learn about the adequacy of principals' and teachers' resources to effectively educate students. Seven themes emerged from data analysis: 1. Lack of funds was associated with a lower quality educational experience. 2. Lack of funds was associated with teachers' seeking creative ways to improve education quality. 3. Lack of funds was associated with lower overall education outcomes. 4. Teacher seminars served as a resource. 5. Professional development and learning communities served as a resource. 6. Teacher training served as a resource. 7. Alternative resources were brought in by the teachers. The findings showed inequitable funding created challenges for teachers to effectively educate students in low-income schools. Recommendations were developed for leaders and practitioners to encourage equitable distribution of federal and state funds, promote educators' professional development, and improve student educational outcomes. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]