This narrative inquiry examines the experiences of K-12 Title 1 Urban Public-School principals to understand their involvement in the process of school-level budgeting and their efforts to incorporate principles of equity into their budgetary decisions. I recorded the challenges faced by principals when making practical decisions equitable. This narrative inquiry's research questions ask: 1. What stories do principals share regarding their incorporation of equity principles into their decisions on allocation of resources? 2. How do principals describe their process in allocating resources the school has been provided? 3. How do principals incorporate specific stakeholders--teachers, families, and community members--in their decision-making about allocating resources? The researcher conducted their investigation using a qualitative technique to investigate these experiences. In addition, the researcher used a pragmatic framework and applied a social constructivism perspective. Social constructivists perceive truth as a tangle of opinions that cannot be categorized because they believe that meanings derive from individual experiences and interactions. This study contributes valuable insights to the field of education finance and policy by focusing on whether and how principals factor equitable considerations into their resource allocation and budgeting practices. [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.]