Critical Race Theory is the theoretical framework used to structure the discussion of data and results. The purpose of this descriptive multi-embedded case study was to investigate the perspective of effective elementary school principals in a large, diverse suburban school district in the Metro area who narrowed the race-based academic achievement gap in reading by increasing their knowledge, skills, and leadership practices. Data gathered included an archival search, focus group observations and transcripts, and individual interview transcripts. Archived data were used to identify a purposeful criterion sampling of elementary school principals who narrowed the race-based achievement gap. These experiences identified are crucial to learning how and why principals need to discuss race and racism in education. Findings revealed in this study a need to provide ongoing learning opportunities that support reflective practices and innovative approaches to combat institutional racist policies and politics are recommended to superintendents in school districts interested in sustaining an inclusive community grounded in equity.