This qualitative study in Teachers College Record investigated the effects of applying anti-racist practices to school leadership praxis. The study questioned how principals could create and facilitate institutional change by using a curriculum that developed racial consciousness. The study also followed participants as they attempted to convey how to use anti-racist classroom management to teachers at their schools. The study also investigated the ways the school principals addressed pushback from teachers and how the principals strategized ways to respond to criticism without alienating teachers. Results indicated that the participants overall had a positive response to anti-racist leadership and social justice.