The educational landscape continues to change in the United States and globally as the world becomes more technologically intimate yet more isolated in human interaction. Demographic changes in communities have created an urgency for school leaders to alter curriculum to meet the complexities of a multicultural population. However, limited knowledge of these diverse individuals has prevented the goal of effective teaching and learning. Additionally, the teacher has not been recognized as the essential leader in initiating transformational pedagogy. This study utilizes narrative inquiry amidst sociocultural theory to highlight teacher stories as transformational pedagogy in developing insightful relationships with students. The power of these stories is key to rediscovering the missing humanistic link to lifelong learning. [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.]