As a result of changes in of the demographics of the student population in United States elementary and secondary schools, many school leaders must change their practices to meet the needs of the increasingly diverse students to assure that all students are adequately and fairly served. Subsequently, cultural competence of school leaders has become paramount. Applying the framework of Culturally Responsive School Leadership, this study employed Q methodology to examine school leaders' thoughts about their need for cultural competence and training in cultural competence. Twenty-eight study participants from one school district in the southeast United States sorted and ranked a 52-item concourse in a forced ranked distribution format, addressing statements designed to gather their viewpoints on cultural competency and training in cultural competency for school leaders. The findings reveal that school leaders believe that all school leaders should model and promote cultural competence in their daily practice, and professional development alone cannot ensure that cultural competence is implemented. They also believed that district and state policies should require cultural competence to ensure it is consistently practiced across all schools, and that more school leaders need to practice cultural competence. The findings from this research can be used to guide state and local school districts in the planning of future professional development for school leaders, as well as to aid school leaders' leadership practices within their schools. [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.]