This product is part of a series of practitioner briefs highlighting ways that education leaders can increase educational equity by building supportive learning environments that will meet all students' social and emotional needs. MDRC, The Alliance for Education Excellence, and The Education Trust recently released a brief that summarizes lessons from the field about how to engage in this type of systems-level change. To provide district leaders and practitioners with more insights, this product shares the experiences of one district, District of Columbia Public Schools (DCPS), that has been working on this effort for approximately the past five years. This conversation provides a window into the system-level thinking that was necessary for DCPS to engage in to create an equity-focused framework for its district. It highlights why DCPS began to integrate the science of learning and human development with its existing focus on equity, specifically, brain research that highlights how children's social and emotional well-being is inextricably linked to their ability to engage and learn; why DCPS focused on building the capabilities of all adults through district-wide training; and how DCPS is reexamining its district policies in light of its equity goals. These reflections are not a step-by-step guide for other districts to adopt, but rather are shared to inform leaders across the U.S. public education system how one district approached addressing equity in schools: how DCPS reimagined what is possible to serve the needs of all its students, staff members, and communities.