Educators must take a critical look at all factors that may affect student outcomes. The No Child Left Behind Legislation (NCLB) was proposed to help ensure that all students have fair and equal access to educational programming. It is important for secondary school educators to be aware of environmental factors that may inhibit student success. In order to reach all of the students and create a school climate conducive to equal access for all students, I led a year long diversity/sensitivity training for staff and students. The conceptual framework of this three-cycle action research dissertation centered on diversity/sensitivity training for both the staff and students of Hometown Middle School. Throughout the research cycles I used a mixed method approach that included both qualitative and quantitative measures to help understand and clarify the change process (Bogdan & Biklen, 2007). In leading this change initiative, I reflected on how my espoused theories of leadership compared with the theories I used by reflective journaling (Osterman & Kottkamp, 2004), interviews, and the Leadership Practices Inventory of Kouzes and Posner (1997). The discoveries that I made could help to inform similar schools seeking to improve school climate and improve student opportunities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]