In the face of shifting student demographics and persistent disparities in educational outcomes, school leaders are tasked with meeting the diverse needs of their student populations. Recent emphasis on equity initiatives has redefined the role of school leaders, necessitating a deeper understanding of culturally and linguistically sustaining practices and the intersections of race and language in education. While resource-based theories offer valuable insights, empirical research often overlooks educational leadership. Drawing on frameworks of raciolinguistic ideology and culturally and linguistically sustaining instruction, the study explores the beliefs and practices of school leaders in linguistically sustaining schools, focusing on empowering multilingual Latinx students. Through a mixed-methods collective case study, the research addresses two primary questions: the beliefs and practices of linguistically sustaining school leaders and the linguistic attitudes and identities of multilingual Latinx students in these environments. The findings reveal the pivotal role of school leaders in shaping inclusive environments that value linguistic diversity. Themes of critical consciousness, intentional design of inclusive environments, and the amplification of multilingual voices emerge as central to developing linguistically sustaining schools. Ultimately, the study advocates for a deeper understanding of linguistically sustaining leadership practices to foster inclusive educational environments and empower diverse student populations to sustain their culture and language. [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.]