In this study, we explored how a reimagined EdD supports leaders to develop the knowledge, skills, and dispositions necessary for effective school and district leadership. We analyzed the usefulness of inquiry-focused, equity-based participatory action research (PAR) in EdD dissertations by using case study methodology to analyze four graduates during and after the EdD program. The findings indicate participants successfully implemented PAR studies while simultaneously bolstering their leadership capacity. Findings have practical use for: (1) EdD graduates as they continue to use the PAR methodology in their current work and communities; and (2) leadership programs that choose to use PAR as a methodology for scholarly practitioners.