The purpose of this critical autoethnographic study was to explore, (a) the role that race played in shaping my responses to demographic changes in the public school district that I served, (b) how I could use this new understanding to improve my practice as an educational leader, and (c) how my research and experience could serve as a model for other White leaders, who like me, represent most educational leaders serving all students and in particular, African American children. This critical autoethnography analyzed data from personal writings generated over a two-year period:194 Personal Journal Entries and 67 Emails to my parents. The results of this study showed that I, like most White people, chose to lead a segregated life. Leading a segregated life allows the common sense of White hegemony to thrive as there is no challenge to it in daily interactions. It was through forced integration that I experienced in my work environment that exposed me to the voice of color which provided the counter story to the common sense of White hegemony. Through this process, I learned how difficult it is for White people to recognize their race and the impact that race has on the lives of people of color. I learned that by becoming critically conscious, I have a new appreciation for the stories that all students, especially African American students bring to the classroom. This new understanding and appreciation of the lived racial experiences of others will help me improve my decision-making process when leading in school districts. This study, its process, and its results, should serve as a model of self-reflection and critical self-assessment for educational leaders. [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.]