Critical Reflective Practice (CRP) has a proven reputation as a method for teacher-researchers in K-12 classrooms, but there have been few published examples of this method being used to document school leaders' work-based practice. This paper outlines adaptations made by the author from an original CRP method to a Critically Reflective Leadership (CRL) method that she developed to document her own lived experiences as a principal and then director of an American International School in South America. The method described in this paper may be useful for school leaders who wish to become practitioner-researchers in their own work places. The author argues that more Critically Reflective Leadership research needs to be undertaken to provide a body of literature about high stakes decision-making by school leaders. (Contains 1 table.)