The purpose of this Delphi study was to explore the potential for district leaders to leverage Liberatory Design to interrupt systemic inequities and redress bias in K-12 school systems. A purposeful, heterogeneous sampling of twelve experts, who were identified as effective practitioners of transformative leadership or as academic scholars published or cited in peer reviewed journals on transformative leadership in K-12 education, constituted the Delphi panel. These experts engaged in three rounds of questionnaires to progressively tease out the intersection between transformative leadership and Liberatory Design. From the data, the researcher culled eight dispositions and nine practices that define transformative leadership at the district level as opposed to the school site level. With respect to building the district administrator's capacity to cultivate the dispositions, expert consensus indicated that each of the Liberatory mindsets was either likely or highly likely to do so. Similar results emerged when determining the likelihood that modes of Liberatory Design could cultivate the practices of transformative leaders at the K-12 systems level. The results indicate that Liberatory Design demonstrates potential to activate transformative leadership through emancipatory stances or mindsets, as well as practically defined modes of action. Implications from this study suggest that current systems leaders can leverage Liberatory Design to build their equity capacity, administrator preparation programs and non-profit foundations can utilize its principles to develop curriculum, and central office human resource leaders can use the findings to determine a candidate's readiness to lead for equity. [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.]