I reported findings from a case study intended to investigate the perceptions related to support for Culturally Relevant Pedagogy (CRP) in literacy instruction of a three-person elementary school leadership team in an urban school district in a Midwestern state. I utilized data from artifact analysis, semi-structured one-on-one interviews, and a focus group meeting to analyze the ways in which these school leaders engaged within their leadership roles to support CRP implementation. Framed by instructional leadership and CRP, I situated the analysis within existing research. My findings indicated that participants perceived that instructional leadership practices, specifically practices focused on distributive leadership, relationships and trust-building, and instructional coaching- enacted with CRP emphasis, along with appropriate curriculum materials, were supportive of CRP implementation in literacy instruction. [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.]