Over recent years, the demands on urban school leaders have grown exponentially. Yet the consequences of taking on a more community-orientated role challenge the scope and practice of leadership. School leaders who are working to connect to communities may discover uncomfortable truths--criminal activities or extremism. This article is an exploration of the challenges and opportunities of urban leadership. It maps the nature of school communities in challenging urban contexts, using this exploration to reconfigure leadership and the ways in which leadership is conceptualised. The approach outlined in this article is based on a series of step changes which are incremental but solidly embedded in core values and beliefs. The reconfiguration of urban leadership presented is focused on building mutuality and trust between schools and communities. (Contains 1 box, 4 figures, and 6 notes.)