This research presents a qualitative case study of a middle school principal in New York City who made significant progress in creating the opportunity to learn at a school that predominantly serves children of color. The study analyzed the principal's leadership behaviors and decision-making strategies through a series of document reviews, interviews, and focus groups. The analysis identified three critical themes that are essential for a principal to lead for equity while creating the opportunity to learn. The findings suggest that the leadership behaviors and decision-making of a principal significantly influence the specific inputs and processes required for academic progress, regardless of a school's location or a student's residence. This study has significant implications for principal preparation programs, particularly in developing the necessary dispositions to create opportunities for learning. The insights from this research can be valuable for educational leaders who strive to create more equitable learning environments for all students. [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.]