Disparity exists in disciplinary actions taken toward Black students compared to White students in the public schools of a county school district in a Southwest U.S. state. Successful school leadership practices are needed to minimize the disproportionality of Black students being expelled, suspended, and routed to the school-to-prison pipeline. The purpose of this basic qualitative case study was to explore school leaders' perceptions of how to reduce the disciplinary actions taken with Black students in the public schools of a county school district in a Southwest U.S. state. The conceptual framework was critical race theory. The research questions addressed: (a) what strategies school leaders used (if any) to reduce discipline referral rates, including suspensions, among Black students and (b) obstacles school leaders perceived to reducing discipline referral and suspension rates among Black students. Data were collected from semistructured, in-depth, one-on-one interviews with four school principals, seven assistant principals, and one student success coordinator. Thematic analysis was used to code the data and develop categories and themes. Results indicated that lack of professional development or training in cultural competence and variances in disciplinary strategies and procedures in high schools played a role in the disproportionate discipline practices. Positive social change could be influenced by targeting professional development based on the findings to increase culturally responsive leadership resulting in fewer suspensions and expulsions for Black students, leading to more instructional time and better academic outcomes. [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.]