By numerous academic and behavioral indicators, schools still fall short of providing students of Color (SOC) equitable and positive educational experiences. A large part of the problem can be attributed to the scholarly and educational pursuits that continuously press SOC to defend their worth. In response, critical scholars have proposed culturally sustaining pedagogies (CSP) as a way to center the lifeways and knowledges of communities of Color. In solidarity with critical research, the purpose of this study is to create a culturally sustaining school leadership (CSSL) framework that explores how the tenets of CSP translate to the role of principals, especially those in dual-language contexts. DLI, a form of multilingual education, has demonstrated beneficial student outcomes for culturally and linguistically diverse (CLD) students and proved to be an ideal context to study CSSL. This study employs a qualitative multiple case study design using multiple methods of data collection to explore the mindsets and practices of culturally sustaining school leaders. Data include semi-structured interviews with principals, observations, and focus groups with teachers and students. Data analysis included multiple rounds of inductive and deductive coding based on reviews of literature and the proposed leadership dimensions of CSSL, use of data matrices to display and construct of emergent patterns and themes, and cross-case analysis. Themes from the data described leadership mindsets and practices that aligned with the four culturally sustaining leadership dimensions, including: critical consciousness and reflexivity for self and community, fostering culturally sustaining school climates, supporting CSP, and democratic leadership and structures. However, data from the study also examined the tensions and challenges faced by school leaders as they grappled with what culturally sustaining meant for their school population. Taken together, aligned leadership mindsets and practices as well as leadership challenges provide greater depth and clarity to how CSSL operates in a dual-language immersion context to sustain the identities of SOC. Findings from this study have implications building coalitions amongst scholars and practitioners to rethink principal preparation and measures used in school accountability. [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.]