The purpose of this problem-based learning project was to explore how superintendents make decisions regarding school facility resource deployment in order to inform the process of decision-making, leading to facilities leadership better aligned with best practices. Through interviews with 12 superintendents from school districts, comparable in certain characteristics, the team analyzed data regarding how well superintendents are prepared to make effective decisions regarding resource deployment for school facilities. This team's research ultimately supported superintendents in decision-making to leverage school district resources to help mitigate constraints and to best support student achievement. The team identified groups of school districts, comparable by student enrollment size and free and reduced price school meal rates within the Kansas City-Overland Park-Kansas City, MO-KS Combined Statistical Area. The project utilized a series of interview questions to gather data for analysis. The superintendents were interviewed to determine how they were prepared to plan and lead educational facilities, factors and audiences they consider when making decisions concerning facility resource deployment, how facility planning is conducted in their district, constraints they face when making decisions concerning facility resource deployment, and how they balance the demands of equity and adequacy. Superintendent answers were compared to themes found in research and discrepancies were identified. The team proposed recommendations to address identified discrepancies. The first recommendation was for superintendents to oversee professional development focused on how seven best practice variables impact student achievement. The second recommendation was for superintendents to seek professional learning opportunities to feel more adequately prepared to lead facilities. The third recommendation was for superintendents to develop a facility planning team to consider issues within the realm of planning school facilities, and to develop a long-range facility plan. The fourth recommendation was for superintendents to seek professional learning opportunities about decision-making models and network with other educational leaders. The fifth recommendation was for the superintendent to oversee professional development focusing on horizontal and vertical equity, placing emphasis on the integration of vertical equity. The sixth recommendation was for superintendents to use the Superintendent Decision-Making Rubric for self-assessment, professional growth, and narrowing the gap between best practice and current reality. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]