As a Black Southern woman with a personal history of overcoming systemic barriers, I, the researcher, serve as an Implementation Director for Pre-AP, assigned to support districts in the Midwest and Southwest regions. Implementation Directors for Pre-AP serve as the main points of contact for Pre-AP districts/sites across the nation, acting as instructional leaders and collaborative thought partners with educational leaders. We play a pivotal role in overseeing program implementation, including the development of strategic service plans and the facilitation of professional development. Furthermore, Implementation Directors contribute valuable insights to product development, assessment design, and marketing, ensuring alignment with the perspectives and needs of customers. The national launch of the Pre-AP Program in 2018 aimed to equip students for success in rigorous academic settings. The Pre-AP Equity and Access policy states the Pre-AP program has a dedication to ensuring educational equity; however, I argue an equity-driven approach to implementation is absent within the practices of Pre-AP Implementation Directors. To ensure district and school leaders effectively implement Pre-AP with an equitable approach, Implementation Directors must have a solid grasp of culturally responsive school leadership (CRSL). The absence of CRSL knowledge among Implementation Directors serves as a barrier to intentionally infusing culturally responsive practices into implementation support and services for district and site leaders. This, in turn, obstructs the realization of equity-centered objectives within the Pre-AP framework. Building upon the foundational theories of scholars such as Ladson-Billings and Gay, this disquisition expands from culturally responsive teaching to encompass CRSL. The study seeks to explore how sustained exposure to CRSL pedagogy and practices for Pre-AP Implementation Directors can enhance the capacity of district and site leaders to approach Pre-AP implementation through an equity lens. My long-term goal is to influence school culture and increase the representation of Black learners in Advanced Placement (AP) courses because of ongoing CRSL professional development. The intervention aimed to increase the awareness and consciousness of Implementation Directors by highlighting where equity-driven initiatives can exist in our work. This initiative sought to illuminate the systemic inequitable practices ingrained in the educational system, particularly those that persistently oppress Black learners. Anchored in the theory of improvement, this research proves that professional development for Pre-AP Implementation Directors can narrow their CRSL knowledge gap, fostering equity-focused implementation support for district and site leaders over time, potentially impacting access to advanced curricula for Black students on a national scale. I discovered that this intervention heightened the culturally responsive consciousness of Implementation Directors and strengthened implementation support. The findings also underscored implications for establishing safe spaces, strategic planning, and fostering a community of practice to ensure that equity is ingrained within the Implementation Team's work. [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.]