The purpose of this action research study was to examine how the principals of three highly diverse urban elementary schools led their administrative team members to adapt Culturally Responsive Leadership Practices. Leaders must be equipped to address the needs of a growing and diverse student population, even if this knowledge was not acquired during their initial leadership training. Participation in professional learning opportunities is crucial for leaders to enhance their capabilities in culturally responsive leadership. The study yielded the following thematic findings: 1) Fostering cultural responsiveness, within an educational leadership context, is a nuanced and multifaceted journey that requires awareness and acceptance; 2) Leading teams in culturally responsive practices results in a journey involving personal growth, heightened awareness, and a transformative approach to education that embraces diversity and ongoing learning; 3) Engaging in cultural responsiveness is deeply personal work that requires embracing various levels of involvement, understanding, and deep trust. The findings indicate that while culturally responsive leadership professional development positively impacts leadership teams, the school context, leader vulnerability, and the delivery model are major factors on its impact. [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.]