A long history of racism and ableism exists within the U.S. and shapes policies, practices, and assumptions within the public education system. Racism and ableism are built into educator and principal practices, which contribute to the reproduction of inequitable systems and outcomes. Yet, principals are in a key position to challenge dominant narratives about race and ability and facilitate equity-oriented change. The purpose of this article is to consider how school leadership practice can systematically address racism and ableism. Dis/ability Critical Race Studies (DisCrit) is used to critique and expand existing conceptions leadership practice.