There is a need for school leaders to be able to address barriers that prevent historically marginalized students from being successful in school while also preparing them to be democratic citizens. There is evidence that many school leaders enter the profession underprepared to be able to provide the needed support for equity. This qualitative case study aimed to examine the role of leadership coaching to understand the perceived impact more deeply on school leaders' ability to interrupt and act on inequity within their schools. Using qualitative data sources (interviews, observations, and self-assessment) the study examined the perceptions of year-one site leaders, year-two site leaders, and leadership coaches in a large California school district. Four dyads, each consisting of a leadership coach and a new site leader, were interviewed twice, observed once, and provided a self-assessment over the course of three months. The significant findings included school leaders center all they do around their core values, school leaders need targeted professional development to grow their equity lens, and leadership coaches engage in specific conversations to develop equity-centered leaders. This study suggests that leadership coaching could provide a means to develop new site leaders' abilities to address and disrupt inequities. Lastly, leadership coaches need development to better support new site leaders. [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.]