Suburban school districts are facing new challenges due to demographic shifts. Suburban schools are shifting racially, ethnically, and socioeconomically (Kotok & Frankenberg, 2013; Wepner & Gomez, 2017). With the rise of social unrest in our country, a glaring light has been focused on the inequities in education toward children of color (Chang et al., 2020). One way that suburban school districts espouse their commitment to diversity, equity, and inclusion (DEI) is by developing equity statements, equity plans, and equity goals and initiatives. Many, however, struggle with the realities of enacting such initiatives, plans, and goals (Khalifa, 2020; Samuels, 2019). To address this matter, many suburban districts have developed a new district-level position, the Director of Equity (Irby et al., 2022). A phenomenological study of nine Directors of Equity in suburban districts in the Mid-Atlantic region of the United States was conducted via a survey and interviews to examine participants' lived experiences as they conceptualized and operationalized their roles and responsibilities, defined their successes and challenges, and implemented best practices that impact the achievement/opportunity gap, disproportionality in special education, and disparities in discipline among Black students. The research findings indicate that Directors of Equity conceptualize their role and responsibilities through their district's DEI plan. They operationalize their role and responsibilities through collaboration with stakeholders. Results also revealed that Directors of Equity define their successes by implementing DEI goals, leading conversations about race/race issues, developing district programs, and impacting educational inequities. They identified challenges as district, community, and political resistance as well as emotional trauma. Based on these findings, recommendations focus on districts developing a DEI plan and providing essential support and resources for Directors of Equity to be successful in their role. [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.]