African American students have an extensive history of academic underachievement. Understanding the role of culturally proficient leadership is important in changing the educational system to benefit students from diverse backgrounds. It is unknown if principals and teachers share the same perceptions of culturally proficient leadership practices. The purpose of this study is to gain a better understanding of culturally proficient leadership and the perceptions of it by principals and teachers. This quantitative study utilized the Culturally Proficient Leadership Scale, a 5-point Likert scale, to measure and compare the perceptions of culturally proficient leadership practices of principals and teachers. The data revealed a statistically significant difference in the perceptions of principals and teachers and a statistically significant difference in the perceptions of teachers based upon years of service. Recommendations for future research include replicating this study with a larger sample size to grain greater insight into the perceptions of principals and teachers. [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.]