Schools experience a plethora of crises from pandemics, school shootings, weather-related traumas, and mass migrations that require school leaders to create solutions to support students and their families. Researchers have explored school leaders' responses to crises but have yet to explore how principals generally and Black women specifically conceptualize and use culturally responsive school leadership (CRSL) practices as a part of their response. In this qualitative study we explored how 9 Black women school leaders implemented CRSL practices when responding to crisis. We found that principals primarily relied upon three domains of CRSL (critical reflection, promoting an inclusive environment, and community engagement) to navigate a crisis and expand opportunities for equity and inclusion--even in the face of district opposition. We also found evidence that principals engaged in instructional leadership regardless of the crisis they faced. We provide implications and recommendations for school leaders, K-12 school districts, and administrator preparation programs on how to support leaders responding to crisis.