This asset-framing semi-ethnographic case study examined how school leaders in a successful, economically disadvantaged New York State high school--Evergreen High School--cultivated student belonging through a culture of dignity for low-income students. The dignity framework for educational equity (Cobb & Krownapple, 2019) was used as an initial theoretical lens to guide observations to conduct fieldwork; inductive codes were developed based on observations and interviews with school leaders. Data collection included shadowing and interviewing three school leaders at Evergreen High School and following up with interviews of three more school professionals. This dissertation illustrates how school leaders fostered a dignity, belonging, and inclusion mindset and created opportunities for low-income students at their school. A whole-child ethos anchored in student dignity, relationships, and continuous use of data were three central tenets in understanding how school leaders cultivated belonging and addressed educational equity for low-income students at Evergreen High School. Inductive coding introduced four emergent themes in how leaders frame their understanding of educational equity in serving low-income students at Evergreen High School: (a) Educator Self-Awareness, (b) Adolescent Identity, (c) Societal and Political Power, and (d) Asset-Framing Approach. This case study suggests educational institutions can improve equity efforts for low-income students by moving away from the deficit-focused model of test scores towards a whole-child model. [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.]