Advocating for the advancement of hip-hop based education, critical qualitative research, and leadership for educational equity, I explain a theory of hip-hop educational leadership and discuss findings from my hip-hopography of hip-hop educational leaders who are spoken word artists, poets, rappers, or emcees and serve as community partners inside urban high schools across the United States. Using blackout poetic transcription to analyze data, I suggest that these individuals can be called educational emcees, who invoke love as a condition for learning and engagement in their schools through a series of meaningful practices. These individuals also embody poetry and spoken word as an organic hip-hop pedagogy. Opportunities for additional qualitative research about hip-hop educational leadership and educational emcees are presented, along with implications for education leadership preparation, recruitment, and development.