Research into equity leadership has been a growing focus within educational leadership. Few studies explore the role of the superintendent in equity work. Drawing from interview data and observation of monthly regional leadership meetings, this article examines how 12 superintendents describe their equity leadership practices. Focusing on the ways their practice is evidenced across public and private domains of talk and action, we employ the term "messy messages" to communicate the complex, fluid, and uncomfortable nature of this work. Discussion illustrates the complexity of district equity advocacy, and increasing need for social justice education in superintendent leadership preparation programs.