Equity in education and the role of the principal are critical reasons for this study. Equity-centered leadership challenges other leadership practices in its' focus on affecting change concerning equitability, access, diversity, and society. However, there is a gap in research in understanding the lived experiences as an equity-centered leader. This study used a qualitative phenomenological approach to explore how school leaders define equity-centered leadership. Data was collected from semi-structured interviews of five principals in the Mid-Atlantic region who led low socioeconomic urban public K-8 schools. The data from these interviews were coded using a multi-step approach to describe their lived experiences while implementing self-described equity-centered leadership practices. The data revealed that school leaders view equity in connection to the unique identities of their school communities. It also recognized that a common definition for equity-centered leadership was needed. The data revealed a range of approaches or structures used to address inequity. The lived experiences of these principals called to attention the deep and continuous personal journeys of school leaders as they navigate the meaning of equity. Recommendations include more research on the impact of self-efficacy of school leaders to create social change and the impact of policies at the school level. Additionally, this study highlights the need for systemic clarity and vision for equity, shared accountability, specialized training, and capacity building for all stakeholders. [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.]