There is an epidemic of race-related suspension disparities in a local school system within the State of Maryland. Minority students are more incessantly referred for disciplinary actions and suspended at higher rates than their white peers. Research shows there are significant contributors to race-related suspension disparities. These disparate practices create barriers to student learning, because of the significant time spent outside the classroom, and potentially lead to an increase in negative student behavior. Thus, it was necessary to examine the personal beliefs, leadership style, and decision making of principals in K-12 schools in a Northeastern Public-School District (NPSD). Themes that were discovered during the study highlight how school system structures and procedures, principal knowledge, principal bias, assumptions, and belief systems significantly influence disproportionate disciplinary practices. When principals are not provided with leadership development and coaching, they cannot understand diverse student needs that may cause the implementation of disciplinary policies that overlook the nuanced challenges faced by students from various backgrounds. The study suggests that district administrative leadership must establish comprehensive support structures for principals and staff to address these disparities effectively. Therefore, the ultimate purpose of this study was to develop and present a professional development training series for principal leadership to strengthen their self-awareness and decision-making when determining disciplinary outcomes for minority students. [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.]