To offset economic challenges within schools, there has been a recent increase in foundation funding to school districts. This has created a significant social justice issue in student access and student participation across the state of California. The competing interests of local school communities to shore up inadequate state funding often provides more opportunities for students from higher socioeconomic areas than from lower socioeconomic areas. This exposes public schools to limited opportunities to regulate equitable programs for students. The nature of the relationship between foundation leaders and school leaders surfaces a complex decision-making process which includes a need for values clarification and a greater understanding of who holds the authority for how these funds are spent. Although there is a clear understanding in the literature that increased foundation funding in school district communities creates this social justice issue, little research has been done to understand what might correct the problem. Through interviews with foundation and district leaders this study provides a firm understanding of the values that influence and the practices that guide decision-making to identify the best procedures for educational leaders to follow when making decisions about how to utilize foundation funding with an equity mindset. [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.]