How does a middle school principal effectively lead equitable learning with digital technology in collaboration with her school and its communities to improve student outcomes? This paper presents the leadership strategies employed in a path-finding intermediate school within New Zealand, a nation that recognises children from indigenous and poor communities as ‘priority learners’. The study answers Levin and Schrum’s (2013) call for other exemplary case studies on distributed leadership and systems thinking in 21st century schools. Their ‘jigsaw’ of eight leadership strategies was present, and it was found that changes to the school culture were required before the vision could emerge. The principles and practices of justice were supported through the inclusion of five diverse principals within the research team.