This qualitative single-case study explored how eight upper elementary and middle school math teachers from an independent school in Hawai'i conceptualized equitable math practices and implemented these practices into their classrooms amidst the COVID-19 pandemic. The research revealed teachers' concepts of equity included individualization, access and opportunities for learning, inclusive learning environments, and fostering a growth mindset. The implementation of equitable practices by teachers to aligning with these conceptualizations was demonstrated through strategies such as differentiated instruction, technology integration, and collaboration. Emphasized in the research was the role of the teacher in creating inclusive, supportive learning environments that embraced student diversity and nurtured a growth mindset. The study also identified challenges faced by teachers, such as access to technology, resource limitations, and the task of maintaining student engagement. [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.]