This qualitative study investigates teachers' perceptions of the challenges faced by students from low socioeconomic status (SES) backgrounds and their ability to implement equitable instructional practices. Guided by The Equity-Based Framework for Achieving Integrated Schooling, the research explored teachers' experiences through semi-structured interviews. Five teachers from a Midwestern U.S. middle school described their efforts to create equitable classrooms. The analysis revealed four key themes: providing resources, building strong relationships, creating diverse learning environments, and engaging in ongoing specialized professional development. While participants felt their experiences supported their ability to create equitable practices, they also identified a lack of sustained professional development in the area. The findings suggest that ongoing professional development programs focused on equitable instruction are crucial for teachers in high poverty schools. This research has the potential to inform district leaders in developing policies and practices that address the challenges faced by students from low-SES backgrounds. Ultimately the study aims to contribute to positive social change by advocating for strategies that will help support students from a low socioeconomic status, leading to student success. [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.]