Leveraging the education system for Black and Brown students has been an ongoing occurrence in the United States. This dissertation explores how Black women principals use leadership practices to create a safe learning environment that promotes learning in a caring and nourishing manner. The purpose of this qualitative descriptive study was to describe what tenets of Culturally Responsive School Leadership (CRSL) Black Women Principal (BWP)s use to encourage the implementation of Humanizing Pedagogy within the classrooms in their schools located in the Mid-Atlantic region of the United States, informed by Culturally Responsive School Leadership and Humanizing Pedagogy theories, then highlighted the areas of literature related to historical, leadership, and educational influences of Black women principals' practices on urban education. This study employs a qualitative descriptive from semi-structured one-on-one interviews and focus groups. A study of ten Black women principals who lead urban school settings and ten teachers whom they lead in the Philadelphia region illuminates the tenets of Black women principals' impact on Humanizing Pedagogy. Utilizing Thematic Analysis for data analysis allowed the findings to emerge. The results indicated that using the tenets of Culturally Responsive School Leadership was beneficial in leading teachers to use Humanizing pedagogy. Black women educators have been highly regarded and highly successful in the past. The findings of this study can be applied to how school districts recruit, hire, and retain Black women principals in the future. [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.]