While proficient reading development is a major cornerstone of schooling, it has become a problematic endeavor for America's public education system. Due to the growing diversity in K-12 student populations, school leaders are challenged with the task of developing and implementing curricula that meet the varied instructional and cultural needs of 21st-century learners. The problem was that there is limited information regarding how school principals foster and support teacher efficacy in using culturally responsive practices when teaching reading to diverse learners. The purpose of this basic qualitative study is to examine the leadership experiences of school leaders to determine and understand the specific techniques and strategies utilized to cultivate teachers' use of culturally responsive pedagogy when providing reading instruction to diverse learners. The central research question being explored was the following: What practices and approaches do school leaders (K-8) employ to support teachers' use of culturally responsive pedagogy with ethnically and culturally diverse learners during reading instruction? Purposeful sampling was used to select seven K-8 school principals with experience serving diverse student populations. Semi-structured interviews were conducted with all participants, and data were analyzed thematically. Five themes emerged that identified the current strategies administrators employed to foster teachers' use of culturally responsive pedagogy and practices when teaching reading to diverse learners. These themes were: (a) monitoring data and classroom instruction, (b) teacher professional development, (c) building relationships and getting to know students, (d) resources and learning materials, and (e) recognizing and addressing bias. Findings indicated that monitoring student assessment data and classroom instruction were crucial leadership responsibilities that allowed administrators to ensure that the needs of all students were being met. In addition, the study concluded that shifting classroom practices so students from diverse backgrounds are yielded more favorable learning outcomes is crucial. Recommendations for future research include increasing the sample size and geographic diversity of the participants and exploring the impact of remote learning on the implementation of culturally responsive educational practices and the impact of virtual teacher professional development on teacher capacity and follow through. [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.]