Purpose and Method of Study: The pursuit of equity in education is, in part, a response to the growing diverse student population. As such, school leaders are tasked with ensuring educational equity is achieved for all students. To that end, this study explored public school administrators' awareness, experience, and disposition towards equity initiatives and practices, implementation challenges and successes, and the viability of cultural humility as a guiding practice to sustaining equitable practices that yield positive outcomes for diverse student populations. The scope of this study was limited to public school districts in California. A qualitative approach was chosen as the preferred methodology using a semi-structured inquiry protocol; the interview protocol refinement framework (IPR), which established the interview questions aligned with the research questions (Creswell & Poth, 2016) designed to capture the essence of school leaders' lived experiences encompassing the phenomena of interest. Findings and Conclusions: The study's results rendered five central themes: school culture and climate, professional learning, resource allocation and alignment, equitable access and opportunity, and leadership, which were considered prominent factors impacting sustainable, equitable practices. In addition, study participants demonstrated a shared knowledge of educational equity factors and practices. Notable findings also include participants' affirming an inclination toward incorporating cultural humility as a guiding practice to sustain equity initiatives. [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.]