Schools and districts in Pennsylvania continue to experience a gap between the demographic diversity of their students and staffs. Culturally responsive practices are an important approach bridging the gap between PA's teachers and increasingly diverse students and communities. This qualitative study was guided by three research questions: What experiences led district leaders in a Pennsylvania district to begin professional development about culturally responsive practices? How did district leaders in a Pennsylvania district implement culturally responsive practices professional development? What are the experiences of district leaders in a Pennsylvania district during the implementation of culturally responsive practices professional development? Participants in this study included one superintendent of a western Pennsylvania school district and one retired superintendent of an eastern Pennsylvania school district. Data sources included semi-structured, individual interviews and artifacts submitted by the participants. The findings of this qualitative study suggest that the personal investment and leadership of the superintendent, partnerships with external experts, strong staff and community support, and a long-term commitment to culturally responsive professional development led to the success of the participants' initiatives. [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.]