Culturally responsive school leadership (CRSL) is essential to research regardingculturally responsive pedagogy, reform, and social justice education. This comprehensive study sought to provide a responsive framework for the needs of diverse students via a holistic approach, not limited to culturally sustaining pedagogy. This study included the clarifying strands of CRSL: critical self-awareness, teacher preparation, school environments, and community advocacy. CRSL behaviors and their focus on equity, inclusion, advocacy, and social justice in public schools. This analysis revealed historically marginalized students and communities' rich narratives of agency, appropriation, and resistance to oppression; Nevertheless, this term also recognizes the history of injustices their people have faced and the need for schools to resist continuing the contexts of oppression. Because young scholars in marginalized communities endure oppressive structures, including educational institutions, culturally responsive school leaders have an ethical responsibility to counter this oppression. This research drew upon current research on leadership, social justice, culturally responsive schooling, and historically marginalized communities. This study reflects leadership’s continued promise and implications for community-based schooling.