Narrative inquiry is my research method, and my goal is to validate the use of narratives, including my reflective memos, journal reflections, and interpretations of various artifacts that share my students' experiences. As a Black woman and an educator, I emphasize the importance of culturally responsive school leadership for K-12 principals, which includes fostering connections with and amplifying the voices of marginalized Black students to improve their academic engagement. My study also highlights my experiences' critical role in building positive relationships with the school community, particularly in enhancing Black students' climate and cultural experiences. With this study, I shed light on the critical issue of anti-Blackness in my leadership practices by sharing narratives of my lived experiences that chronicled my journey as a principal who, alongside my students, disrupted oppressive systems and processes that criminalized Black students. In addition to culturally responsive school leadership theory, I referenced anti-Blackness as a theoretical conceptual framework for this crucial autobiographical study. This autobiographical study explained how I interrupted the school-to-prison narrative for Black students through a critical examination of my own anti-Black racist leadership practices. This study influenced future research on culturally responsive school leadership by highlighting my lived experiences alongside my students as we interrogated systems of oppression within our school. [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.]