In the attempt to gage innovative approaches to school leadership, this article seeks to investigate the possible application of Critical Race Theory (CRT) to school leadership. Expounding on Solorzano and Villalapando's application of CRT (1997), the hope is to engage the field of school leadership with constructive critique and suggestions for administrators who are dedicated to social justice and the well-being of students and staff. This article further seeks to address the question: How can CRT, as theory based in resistance to racial oppression, inform praxis for school leaders? While it is important to incorporate the needs of all students in schools, this article has urban schools in communities of color as its central focus.