Educational leaders are pushed to get students to score high on standardized tests. They are directed to implement new strategies to close the achievement gap. Instead of focusing on the output of students, our educational leaders should focus on themselves to create a more equitable educational system. Leaders must recognize the impact that their beliefs and biases have on their schools. This study will examine the specific actions taken by educational leaders who work to disrupt and dismantle systems of oppression within schools (Swartz, 1993). After identifying the strategies used by culturally reflective leaders (Khalifa et al., 2016), it uses semi-structured interviews to allow educational leaders to share their experiences as they incorporate self-reflective strategies. The findings reveal educational leaders' reflections on their positionality, their understandings of systemic inequities, historic oppressions, and their actions to disrupt and dismantle inequities in their schools and shed light on the need for educational leaders to practice self-reflection in order to become transformative leaders. According to Khalifa et al. (2016) and Shields (2004), a transformative leader is one who disrupts the current system to provide a more equitable and welcoming environment for students of color. The implications of Culturally Responsive Leadership for Social Justice (CRLSJ) indicate the need to develop and form genuine relationships with students and families to improve their school environment (Khalifa et al., 2016). Leaders must understand and accept cultures outside of their own (Delpit, 1988), schools must be spaces which include the community cultural wealth of all students (Yosso, 2005; Hollowell, 2019), and culturally responsive leaders must exercise their power to promote equity and social justice within the educational system. Fundamentally, school leaders must lead by example and acknowledge that their actions impact all students. The success of the school begins with a leader who understands their position, privilege, and takes action to become a better leader. [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.]