This journal article from the Journal of Cases in Educational Leadership describes a case study that centers on a Black woman school administrator and efforts to disrupt Whiteness among an urban elementary school teaching staff. The case details the resistance she encounters while encouraging teachers to confront “White fragility” and consider how their fragile perspectives on race and racism shape how they educate Black students. She attempts to incorporate relevant social justice issues, particularly those associated with the Black Lives Matter campaign, into professional development to challenge teachers’ deficit thinking. Finally, the case demonstrates oppressive leadership politics driving the (mis)education of racially minoritized students. This case study could be used in educational leadership programs and as a lesson and coursework that emphasizes equity and decision making.