This article highlights the different paths that three senior-level Yonkers planners took with respect to the central issue of equity in the U.S. v. Yonkers case. Using their experiences as a backdrop, various ways are dis cussed in which planning educators can provide planning students — most of whom have strong equity values in graduate school — with the will and skills to effectively ad vance equity ends when they work for local governments. This is done in awareness of the powerful con straining force that incremental poli tics will undoubtedly have on future planners, checking or eroding their concern about equity values in their local jobs.
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