This article discusses the issue of inequities in educational leadership, of which we attribute largely to social capital and how educators interpret this capital. This concept is presented along with a range of leadership styles commonly accepted in education. An argument is made for using Funds of Knowledge as a lens for understanding leadership as well as in practice for addressing the social capital dilemma. We argue that leadership styles are not enough to correct inequities, but can be applied along with this Funds of Knowledge lens to identify and utilize untapped leadership in a range of educational settings.