Many district-led summer learning programs are at the intersection of in-school and out-of-school time (OST) learning. These summer programs play a critical role in providing students with academic supports and enrichment during the summer months. Districts offer a range of program types, but most are motivated by district and state policies designed to support student achievement and learning. These programs can also be used as a part of a district's overall strategy to improve access to quality educational experiences and advance equitable outcomes for students. The COVID-19 pandemic dramatically shifted everyday life, including how schools and educators engage with students. The prolonged impact of COVID-19 and related school closures affected all students and widened pre-existing disparities in access and opportunity for many students, especially historically marginalized students. The overall purpose of this study was to examine how individuals responsible for district-led, publicly funded summer learning programs in urban settings access and use professional learning and tools to improve and advance equitable outcomes for the K-8th-grade students they serve. A related goal of the study was to better understand whether and how districts, states, intermediaries, and federal funding sources support high-quality summer learning and to uncover opportunities to improve the quality of summer learning programs.