Since the U.S. presidential election of 2016, educators across America have reported an alarming increase in racialized incidents and harassment in schools, referred to as the "Trump Effect" (Costello, 2016). In response, this qualitative study investigates 1 predominately white middle school's attempt to respond the Trump Effect era through the practices of transformative leadership (Shields, 2018). Through the partnership of an administrator, teacher, and university researcher, a social studies unit was taught to 27 sixth-grade students, utilizing the tenets of critical race curriculum (Yosso, 2002). Data collection for this study incorporates components of qualitative research methodology, including participant observation notes, student artifacts, and semistructured interviews. The findings indicate that the practice of transformative leadership helped facilitate opportunities for students to act as agents of change within their own school community, while incorporating the historical legacy of race in contextualizing the current racialized climate in their school.