Purpose. Despite more than six decades of education reforms, public education systems have failed to provide equitable opportunities to quality education for all enrolled students. Additionally, public schooling lacks pathways to the emergent thinking and technologies necessary to envision equitable futures. This study examines education system leaders as agents of equity and future education systems by exploring their perceptions of themselves in the role. Methodology. Research employed in-depth, semi-structured interviews with seven superintendents throughout North America to obtain their perceptions of themselves as equity advocates and of possible alternative futures of their school districts. Findings. Categories of leader agency (i.e., the capacities for intentionality, forethought, action, and reflection; Bandura, 2006) that emerged from their narratives included (a) awareness of their own agency within the role, (b) affirmation of their leadership capacities, (c) creating district improvement through equity practices, (d) leading to ensure equitable opportunities for marginalized students, (e) creating new equity systems by disrupting systemic inequities, and (f) limited visions of school district futures. Recommendations. Educational leadership training, certification criteria, and professional development should integrate futures and critical futures concepts and methods. Moreover, scholars of the superintendency, educational leadership and policy should further explore the inherent agency that system leaders possess to co-create equitable education systems of the future. [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.]