This qualitative study of school leaders in the United States was conduct through focus group.  The purpose of the study was to examine the relationships between democratic educational leadership, equity and shared-decision making. The participants’ responses were transcribed verbatim, responses coded, and analyzed for emerging themes. Findings from the analysis indicated that educational leaders perceive their leadership roles as complex and challenging.  Educational leaders stressed the moral purpose of the No Child Left Behind (a federal mandate) in promoting an awareness of the social injustices and equity issues faced by marginalized populations. Participants perceived this mandate as inflexible and called for a more comprehensive analysis of student achievement through authentic assessment that highlights student strengths. Overall, the study concluded that shared-decision making, as defined by educational leaders, emphasized accountability for educational outcomes and decisions made in the best interest of children. Future recommendations for democratic shared-decision making included the importance of establishing a positive organizational school culture, mentoring future leaders in the school community, integrating diverse teams throughout the decision-making process, and providing continuous support in developing a team with the best interests of children in mind.