The purposes of this action research study were to: investigate the ways I was able to support my students' self and social transformation through their analysis of the inequities in the literature and unearth how I used my leadership role to promote and foster conditions necessary for a teacher in my grade level to adopt culturally relevant pedagogy (CRP). This study took place over the course of the Fall 2020 semester at the elementary school where I am a fifth grade teacher, Public School 921 (PS 921). PS 921 is located in an affluent suburb of Los Angeles, and the majority of the students, faculty, and staff are White. The components of my study included: formal and informal observations, critical reflections, and interviews. My research questions, in conjunction with the pillars of my conceptual framework, were used to conduct in and out of the field analysis. At the conclusion of my research, students experienced self and social transformation because they were now able to name the inequities in the literature and, sometimes, their relation to it. I grew in my ability to become present to the space I was cultivating and how to support my students in their co-construction of knowledge. As it relates to my effort to lead another teacher to adopt CRP, due to external factors and my lack of being present to this research question, I was unable to fully answer it. However, leadership acts were enacted and recently, the teacher adopted CRP into her teaching practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]