The purpose of this qualitative descriptive study was to explore how K-12 public school administrators describe their practice of culturally responsive leadership (CRL) and their practice of California Professional Standards of Educational Leaders (CPSEL). There were four research questions that guided this study: (1) How do K-12 public school principals and assistant principals describe practices of CRL? (2) How do K-12 public school principals and assistant principals describe their practice of critical self-reflection? (3) How do K-12 public school principals and assistant principals describe how they promote a culturally responsive and inclusive school environment? (4) How do K-12 public school principals and assistant principals' professional practices, as described by study participants, align with relevant CPSEL? The study included 30 California K-12 public school principals and assistant principals. A thematic analysis was the method applied to carry out the data analysis. There were five themes that emerged: (1) Pursuit for cultural responsiveness and equity in school leadership. (2) Creating an environment for student success through equity. (3) Critical self-reflection: a practice to build equity. (4) Creating belonging, connection, and engagement for cultural responsiveness. (5) Empowering student agency for equitable learning environments. The conclusion of the study aligned with existing research on CRL and further advanced research because it was conducted during the COVID-19 pandemic. Participants connected CRL as an outcome of equity and their leadership approach. [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.]