The study delves into the utilization of ESSER III funds, revealing three central themes: top-down decision-making in fund application, varied experiences among educators and administrators in fund usage, and distinct roles of educators and administrators in the process. It emphasizes strategic resource allocation, collaborative decision-making, and inclusive practices as crucial for effective fund utilization. Targeted interventions addressing learning loss and sanitary needs are deemed necessary, alongside professional development for teachers to enhance their knowledge of fund usage. Long-term planning and impact evaluation are highlighted for sustained effectiveness, while transparent communication is deemed essential for community engagement and trust-building. Empowering teachers, acknowledging school-specific contexts, and advocating for policies supporting continuous improvement are recommended practices. Initiatives like professional development and involving teachers in decision-making are lauded for fostering a positive educational environment. Policy advocacy for continuous improvement is endorsed for enhancing future funding initiatives and fostering positive social change within education. The study offers actionable insights for educational leaders, policymakers, and stakeholders involved in implementing ESSER III funds, aiming to facilitate more effective navigation of federal funding complexities. By adopting these recommendations, educational institutions can potentially yield positive outcomes for both educators and students, contributing to a more equitable and inclusive educational landscape. [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.]