This article situates the counternarrative of three African American female school principals and their leadership practices toward equity using a critical race theory framework (CRT). The data come from a larger exploratory study that addressed the understanding of the so-called achievement gap by school leaders. Four prevalent themes emerged through the use of a CRT analysis: (1) "Mind-set toward opportunity gap;" (2) "recognizing issues: race, racism, and interest convergence;" (3) "holistic approaches toward "Our" students;" "and (4) the (real) opportunity of loss." I conclude with four contexts for implication for school leadership practice.