Despite claims that K-12 public education is the great equalizer so that individuals may achieve their aspirations regardless of background (Growe & Montgomery, 2003; U.S Department of Education, 2021), educational and career outcomes continue to be predicted by socially defined aspects, such as race, ethnicity, native language, disability, gender identity, and sexual orientation (Butler & Nasser, 2015; Shields, 2014; Shields, 2020; Taliaferro, 2011). Traditional school leadership approaches have yet to successfully address the opportunity gap of historically underrepresented students. However, transformative leadership theory intentionally aims to foster equitable educational to result in actual social change (Shields, 2016). The purpose of this qualitative, explanatory case study was to investigate the leadership approach of one school leader who is bridging the opportunity gap for historically underrepresented students. Furthermore, results were compared with tenets of transformative leadership theory (Shields, 2016) through a deductive analysis. Findings were established through the triangulation of multiple sources, which included semi-structured interviews from the school principal and teacher focus group, as well as the collection of artifacts. The inductive analysis showed the school principal leads by: (1) establishing a collaborative professional setting; (2) promoting strong relationships; (3) taking a student-centered leadership approach; and (4) pursuing continuous improvement. Regarding the deductive analysis, evidence of four of Shields's (2016) eight tenets of transformative leadership emerged, which included: (1) mandate for equitable change; (2) interdependence, interconnectedness, global awareness; (3) new knowledge frameworks; and (4) balance of public and private good. Implications and recommendations for future research concluded this study. [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.]