In current research on educational inequities, the absence of leadership perspectives on elementary gifted education pedagogy as it relates to the disproportionate exclusion of Black girls demonstrates a substantial gap. Further, the multidimensional marginalization of economically disadvantaged Black girls distanced from these opportunities early in their scholarship extrapolates into limitations to other socio-academic prospects for this population. The overall socioeconomic health and advancement of economically disadvantaged Black girls are symbiotic with the institution of education which is interrelated to other socioeconomic features including social and economic standing, professional experiences, and material resources (i.e., income). This study contributes to the gap in research by presenting findings from an instrumental qualitative study utilizing prompted journal reflections, semi-structured interviews, and a focus group from educational leaders at an urban local school district on the East Coast referenced under the pseudonym of Keystone Public Schools (KPS) in the city of New Troy. Preceding research implies connections between positive socio-academic outcomes of economically disadvantaged Black girls in the urban local school district and access to the opportunity of elementary gifted education approaches as well as those connections of the same defined population that are barred access to these opportunities. Also, this study will explore the perspectives of leadership on how an inclusionary enrichment approach to gifted education in KPS influences the socioeconomic advancement of economically disadvantaged Black girls and the programs and structures these leaders perceive to be essential for this population's adequate access to these opportunities. Qualitative data will include prompted journal reflections, individual in-depth semi-structured interviews, and a focus group. The findings may provide practical recommendations for future implementation to support the expansion of elementary gifted education pedagogy in New Troy's Keystone Public Schools (KPS). In broader applications, the guiding transformative leadership paradigm may inform findings and future research with the aim of transforming this inequity into better quality instruction in urban schools across the nation. [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.]