The problem addressed in this study is that the number of historically marginalized and diverse students in U.S. classrooms is rapidly increasing and schools are not prepared to address the need for culturally responsive curriculum and instruction. This study is important because K-12 principals are challenged to address equity, inclusion, and academic and behavioral barriers for this student population. The purpose of this basic qualitative study was to explore twelve K-12 principals' leadership experiences implementing culturally responsive curricula and instruction in their urban schools. Principals, who attended a district-level CRSL professional development, were purposefully selected to participate in semi-structured interviews. Interview data were analyzed using thematic analysis to reveal themes. Principals' leadership efforts cultivated a mindset of collaborative learning and learning communities, created and supported an inclusive learning environment for all students, navigated the path to educational equity and instructional excellence, empowered educators through collaborative leadership and collaborative partnerships for systemic and educational equity, and built organizational structures and processes to support culturally responsive schools. This research has implications for improving historically marginalized and diverse student populations' overall academic and behavioral outcomes. Through supporting students' racial identities, voices, academic rigor, citizenship, and preparation for college and the workforce, schools may be a valuable tool for bringing about constructive social change. [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.]