The purpose of this qualitative, descriptive study was to explore how school administrators described their understanding of the decision-making process in the allocation of funds to urban elementary schools in New York. Twelve participants took part in online questionnaires followed by Zoom interviews. A convenience sample of principals were identified through a New York education publicly available database. The sample consisted of participants who were willing to share their experiences on the decision-making process in urban elementary school funding allocation, and in their positions working in the public school for at least three years as a principal. The data sources included an online questionnaire with open-and closed ended questions, and semi-structured interviews. The Procedural Fairness Model supported the study. The research was guided by one overarching question with four sub- questions; How do principals describe their understanding in the decision-making process in urban elementary public schools funding allocation with sub-questions of (a) consistency, (b) impartiality, (c) neutrality, and (d) voice. The data were analyzed using thematic analysis. The themes identified from the school administrator's interview data were a need for consistency, neutrality, and fairness in funding allocation, as well as an inclusive and student-centric approach in order to provide an unbiased distribution of resources and equal opportunities among all learners in urban elementary schools. This study is added to the academic research on the decision-making process in allocating funds in urban elementary schools in New York. [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.]