School leadership practices are changing and evolving as are the expectations for school leaders and, thus, central office leaders, to lead and support the creation of equitable outcomes for all students. School systems are recognizing methods to acquire and strengthen a critical lens for identifying the inequities within their school systems so that they can tackle barriers to advancement and root causes more directly (Cheatham et. al, 2020). Early research in this area suggests central office leaders should exemplify specific critical roles for school reform (Rorrer et. al, 2008). For this phenomenological study, six equity officers from five urban districts were interviewed about (a) how they define equity-driven central office leadership, (b) their perception of the skills needed for central office leaders to actualize their definition of equity-driven central office leadership, and (c) reflect upon their roles as equity officers. According to this study, equity officers need targeted knowledge, skills, and disposition to affect change on behalf of all kids, but particularly those furthest from educational justice. The findings also indicate that when equity officers have support from the district, including time, financial resources, and access to school leaders, they believe they can have a more significant impact on schools and leaders. Additional research is needed in the area of leading for equity; however, it is evident that school districts must focus on communicating a clear understanding and vision for equity.