The enactment of various federal mandates has increased accountability measures for schools and superintendents. The mandates aim to increase student achievement and learning. With the growing diversity of student populations in schools, districts are required to address the varied academic and non-academic needs of students. As the system leader for educational organizations, superintendents enact systemic changes through their beliefs, practices, and policies. These elements impact student achievement and help to create an environment for students to be successful. The purpose of this research was to explore superintendents' beliefs and practices and their influence in optimizing learning experiences for students in New York State (NYS). The study used a qualitative research design and phenomenological approach to investigate the lived experiences of current superintendents through the lens of their deep beliefs and daily practices in optimizing the learning experiences for the students in their districts. Through purposeful sampling, 15 superintendents in New York State, excluding New York City, were interviewed for this study. Questions regarding their beliefs and practices around goals, resource allocations, and policy advocacy for optimizing learning experiences for students were posed. The data collected was analyzed. The results yielded nine findings regarding goal setting, teacher practice and development, student-centric goals, resource allocations for professional development, student enrichment and well-being, and staffing, and policy changes and advocacy. The study concluded that collaboration with stakeholders improves the goal-setting process, and student-centered goals are created. Also, superintendents creatively allocated resources to support students and staff, as well as participate in various initiatives to implement policy changes to optimize learning experiences for students. One important recommendation from this study includes the implementation of structures at the federal and local levels to allow superintendents to participate in the decision-making regarding policies. [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.]