Equity remains a valued goal within the educational community. Despite several decades worth of work on equity, schools have not yet delivered on the promise of ensuring that every student has a fair chance success. The study originates from the author’s personal aspirations and commitment to be an equity driven leader prepared to promote equitable educational opportunities and outcomes. The study was designed to further examine the utility and verisimilitude of two products developed by a team of SDSU faculty and this researcher. These two products were the School Equity Taxonomy and the School Equity Audit. The investigation occurred in two phases in order to add text, substance and depth to both products. The first phase was to conduct a systematic literature review guided by the organization of the School Equity Taxonomy. The literature review focused on school equity major studies, reports, and books. Following the presentation of the School Equity Taxonomy, the literature review addresses each of the five levels within the School Equity Taxonomy. The second phase of this investigation deployed a narrative study approach in order to further identify practices, challenges and opportunities to advance school equity and the work of equity drive leaders. The utility of both the School Equity Taxonomy and School Equity Audit were further verified in both phases of the study.