This research report from the Spencer Foundation provides an overview of research on culturally sustaining school leadership (CRSL) approaches. It asserts that ahistorical and race-neutral forms of school leadership have failed to adequately support minority students who face systemic barriers to education. It begins by examining the background of CRSL research—and how it compares to traditional models—and then highlights its five key strands: (1) critical self-reflection, (2) community engagement, (3) inclusive school culture and climate centered on student identity, (4) culturally responsive instructional leadership, and (5) community-driven systems change. The author asserts that there should be a shift toward CRSL, focusing on Indigenous, experimental, and community-based knowledge to reframe how leaders should approach education. By doing so, schools can acquire improved academic achievement, a great sense of belonging, and increased community engagement for the students. This report is particularly useful for leadership preparation faculty seeking to integrate CRSL principles into their curriculum.