This dissertation uses qualitative research to examine the contextual factors that affect high poverty urban school districts and what successful district leadership looks like in these spaces. Using the lens of Critical Race Theory the stories of six successful urban district leaders is examined to determine the dispositions and characteristics that made them successful as well as how and what systems they implemented to create successful outcomes for the students, families and communities that they served. The extensive review of literature provided a historical look into the contextual factors that have created racialized poverty urban school districts in the United States. It also examined two leadership frameworks, connected using associative entity. Using this associative entity and both inductive and deductive thematic analysis four themes emerged. The themes, which described to be competencies of successful urban district leadership, are Facing Facts and Fears, Getting to Your Core, Impact and Influence and Social Justice Resolve. These competencies were placed into a framework, created by the researcher, entitled Urban District Leadership Competency Framework (UDLC). There was not one specific system that created successful outcomes. These six leaders employed the competencies within the UDLC at varying times dependent on the context created successful outcomes. The results solicit a deeper dive into district level leadership competencies necessary to create successful outcomes. Additionally the UDLC Framework could be utilized globally in both universities and school districts to seek and create qualified district leaders. The time in now, it is with us. [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.]