An educational achievement gap continues to exist between multicultural and Caucasian students both domestically (within the United States) and internationally within many K-12 public and private schools. It is important to further explore its persistence despite efforts and initiatives at various levels to reduce its occurrence and ultimately create equitable and culturally responsive classrooms. The purpose of this study is to explore administrative hiring practices in support of culturally responsive practices. The key research questions for this study address the meaning of culturally responsive education for K-12 international school leadership; assessment of cultural responsiveness in schools; administrators' beliefs about the connection between culturally responsive practices and academic achievement among multicultural student populations; the addressing of those beliefs through hiring choices; and teacher attributes considered when seeking to hire culturally responsive teachers. A generic qualitative research design was used with data gathered from interview responses from fourteen participants. Data was coded using NVivo software and further examined using thematic analysis. The study discovered inconsistencies regarding administrative teacher recruitment and hiring policy and procedures, finding nonexistent standard hiring protocols within many K-12 international schools. Furthermore, results of this study indicated there are numerous inconsistencies among international K-12 schools regarding what culturally responsive education is, how it should be implemented and assessed along with what methods could or should be used for assessment. Study results suggest that undefined and inconsistent concept of what culturally responsive teaching is along with an inconsistency regarding teacher hiring practices in K-12 international schools are likely contributing factors in the problematic ongoing achievement gap facing today's multicultural learners. It is suggested that in educational practice, there should be cohesive teacher hiring procedures among schools to prevent many of the issues detailed within this research. Additionally, it would be beneficial for educational institutes to have universally accepted culturally responsive practices and implementation guidelines for leadership and teachers to adequately foster and sustain culturally responsive learning environments for the betterment of multicultural students. [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.]