This qualitative study uses data from a sample of school leaders across the United States to better understand the ways in which they conceptualize Culturally Responsive Schooling (CRS) and the types of practices school leaders enact to create more culturally responsive schools. Findings show that while leaders’ implementation of CRS practices are aligned with their definition of what they believe CRS is, there may be important aspects of CRS that are missing - both from leaders’ conceptualizations and from their enactments - in order to dismantle current systems of oppression and reimagine an educational approach that is inclusive of, and beneficial for all students.