This study explores the potential of adaptive learning technologies to promote educational equity and reduce achievement gaps across diverse student populations. Using a qualitative, literature-based methodology, the research synthesizes findings from peer-reviewed studies, theoretical frameworks, and implementation case studies. The analysis focuses on the effectiveness of adaptive tools in K–12 settings, stakeholder perceptions, and systemic barriers to equitable use. Findings indicate that while platforms like DreamBox, ALEKS, and Khan Academy can individualize learning and support academic gains, their impact is uneven due to digital access disparities, inadequate teacher training, and cultural mismatches in content. The study applies Constructivist Learning Theory, Universal Design for Learning (UDL), and the Digital Divide Framework to interpret outcomes and highlight contextual challenges. It concludes that adaptive technologies alone are insufficient to close equity gaps and recommends comprehensive strategies, such as infrastructure investment, inclusive design, and stakeholder collaboration, to ensure meaningful and equitable implementation