This qualitative study utilized a Case Study method to explore how district administrators utilized their lived experiences as members of one or more marginalized groups to lead their schools in urban districts. There was a focus on how they self-identified and leveraged their membership in their cultural and racial groups to positively impact their learning organizations. The theoretical framework used to guide this study was Applied Critical Leadership. There were eight participants selected for this study using purposeful sampling. The data was analyzed using explanation building in order to allow the themes to emerge. The results were reported in a story-telling format that helped to create a counter-story to the current discourse in education regarding majority-minority schools, their leaders, and student performance. [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.]