This study provides new insights into what Swedish superintendents (SIs) highlight in decision-making documents to their school boards regarding improving equity in education. It is an examination of which actions SIs consider to be urgent. Two hundred documents written by SIs proposing measures to increase equity were analysed using qualitative content analysis, through the lens of power theory. The findings indicate that SIs share a similar understanding of the areas in which changes can enhance equity: organisation, finances, pupil health, systematic quality work, and pupils’ grades and staff competence development. The findings also indicate that SIs make use of institutional and direct power, which are also part of the public arena in which the SIs operate.