Independent schools are increasingly looking to research as a strategy for building equitable systems and practices, through the creation of an embedded researcher position. This commentary grapples with how independent schools are building internal research capacity find. Using a self-study methodology with interviews, job document review, and educational autobiographies, we examine the practices and positions of researchers at six independent schools--five in the United States and one in Turkey--through the lens of research as a strategy for equity. We that researchers and leaders conceived of the research roles as aligned with equity-focused improvement, yet implementation was contingent on how the role was situated in the organization and the ability of the researcher to negotiate definitions of research and research processes with leaders, teaching faculty, and students. We conclude with theoretical and practical implications of using research and the role of an embedded researcher as a strategy for equity-focused school improvement in independent schools.