For many countries, inequitable access to rigorous content and instruction at the early grades leads to the low academic performance for students with fewer resources at home. One way to assess these inequities, and identify possible mediators, is to consider the role of instructional leadership as a means for schools to set educational goals for teachers and students which might direct how learning is accessed. This study examines the extent that instructional leadership influences the mediated relationship between students' home resources and opportunity to learn on math reasoning skills across a set of 53 participating countries. We applied a two-level structural equation model to data from the 2011 Trends in International Mathematics and Science Study (TIMSS). Using a nationally representative sample of schools and nested students for each participating country in TIMSS 2011, we demonstrate the variation in the extent and direction of these relationships by country context. For a few countries, instructional leadership mediated the relationship between home resources and opportunity to learn on math reasoning skills.