With the rapid increase of diversity amongst students in Ontario schools, it is important to analyze how the Ontario Ministry of Education provides equitable education for marginalized students. However, there is limited research on the Ontario Ministry of Education’s intersectionality approach to educational debt. Thus, the purpose of this study is to analyze the perspective of Ontario education documents on equitable education. This study uses a qualitative document analysis method when analyzing Ontario’s Education Equity Action Plan (2017). This study examines the primary research question: How does the Ontario Ministry of Education (OME) address equitable education for marginalized students? Key findings that emerged include the use of equity language and the lack of intersectionality, the analysis of systemic barriers, and the goals and pedagogies that promote diversity and inclusion. From these findings, the study concludes with implications and recommendations for the Ontario Ministry of Education. This study contributes to the literature on equitable education for marginalized students with an intersectionality approach to meet the needs of the increasing diversity of Ontario students.