Increasingly diverse school populations in the 21st century have led to governmental mandates regarding culturally relevant education. Unfortunately, university-level administrative education programs have not evolved as rapidly, leaving new administrators underprepared to become culturally relevant leaders. This qualitative, explanatory case study involving a final sample of five administrators explored culturally relevant university leadership programs in Virginia and the perceptions of recently graduated school leaders in Virginia's Piedmont region regarding the impact of their leadership preparation program and other post-graduation training and mentorship on their culturally relevant leadership learning. Study results, collected through semi-structured interviews and interviewer-created checklists and thematically analyzed through a framework of cultural relevance, revealed three themes: Instructional leaders felt a lack of preparedness for the realities of culturally relevant leadership; instructional leaders have had positive influences on their culturally relevant leadership preparation; and instructional leaders have had negative or unhelpful influences on their culturally relevant leadership preparation. This research creates the possibility for further investigation of university leadership programs in another 5 years as the need for culturally relevant leadership increases. Future researchers may also examine the impact of race and ethnicity on administrators' culturally relevant leadership learning and eventual success in schools. [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.]