The disproportionate representation of Black, Indigenous, and People of Color (BIPOC) in school disciplinary actions is well documented in the literature (e.g. Balderas, 2015; Rocque & Paternoster, 2011). Further, the discipline students who are BIPOC often involves suspension and/or expulsion from school (Skiba, 2001; Wallace et al., 2008). Given the deleterious impact of exclusionary discipline, particularly for students who are BIPOC, it is incumbent upon school leaders to work towards the reduction of in-school suspension, out-of-school suspension, and expulsion. The purpose of this study was to investigate ways in which school leaders develop culturally competent environments and promote culturally responsive practices in schools, and to explore the perceptions of school leaders with regard to the impact that culturally responsive practices have on the disproportionate exclusionary discipline of students who are BIPOC. Based on a narrative research design, the researcher used interviews and document analysis to tell the stories of six school leaders who were employed as building administrators in ethnically and linguistically diverse suburban school districts located 10-50 miles from New York City. Distinctive findings in this study included the following concepts: "school leader readiness to develop culturally responsive environments," "the need for broad support of culturally responsive practices," "the development of relationships and trust," "the importance of listening to stakeholders' voices," "the understanding of students' backgrounds and needs," "equitable discipline decisions," and "the use of restorative practices." Taken together, the findings of this study suggest that school leaders play a critical role in creating culturally competent environments, promoting culturally responsive practices, and including the voices of all stakeholders in the school community. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]