Curriculum is a critical force through which students receive the tacit message of their value in society. They learn which groups of people are valued and whose stories are worth learning. For too long, some students' and communities' stories have been deemed unworthy. Students need opportunities to see themselves and others portrayed in texts in meaningful ways that challenge stereotypes and push them toward advanced levels of literacy. District and state leaders need tools to help them better understand elements of cultural relevance, responsiveness, and sustainability and whether they are embodied in curricula. This article discusses where school system leaders are now and where they need to go regarding cultural representation in curriculum. The article includes key questions for leaders to consider when employing tools for evaluating cultural responsiveness.