Educating multilingual learners (MLs) is a pressing policy challenge across the globe. In the US, district and school leaders are tasked with the urgent need to promote equity-informed policies and practices that transform educational outcomes for MLs. Drawing on a qualitative study of leadership practices and policy in a California school district, this paper focuses on how district and school leadership promote equity for ML students. Findings reveal that policy and fiscal components are areas of strength in supporting MLs, as is the critical consciousness of district and site leaders and their deep commitment to serving ML students and their families. Systems and policies are in place to support equitable learning experiences; however, these policies do not universally reach all schools and all ML learners. Issues such as staffing, limited opportunities to receive professional development, and variation in programming at schools with low numbers of MLs, are constraints that have tangible impacts on school leaders' experiences with serving MLs. Implications for policy and practice are discussed.
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