This paper aims to draw lessons from existing research on school leader diversity, and to supplement that evidence with new insights from the lived experiences of teachers, aspiring and practicing school leaders of color, and local and state administrators who oversee school leader recruitment and support. These perspectives are elevated to bring the research to life and to inspire policy makers to take effective, research- and experienced-backed actions to help districts and state education agencies close the school leader representation gap. [The Institutional Collaborators on this report include: Clark Atlanta University, Morehouse College, and Spelman College.]