Purpose: In this mixed methods study, we delve into the complex realm of perceptions of critical race theory (CRT) in the United States. The public perspective of CRT has implications for K12 education, particularly as it relates to teaching literature and social studies. In our investigation, we focus on school district superintendents' perception of the impact on schools and education. Research Approach: Using quantitative (a Likert-type survey with open-ended items) and qualitative instruments (a semi-structured interview protocol), the study aims to unravel superintendents' awareness, views, and understanding of CRT. Findings: Data revealed a range of superintendent perceived familiarity levels, with some leaders possessing an in-depth understanding of CRT while others are less acquainted. Concerns surrounding the potential divisiveness, politicization, and suitability for CRT in K12 settings emerged as significant themes. Implications: The research underscores the need for professional development and reliable information to enhance educational leaders' comprehension of CRT. It also highlights the importance of approaching CRT cautiously in light of its complex and contested nature. The study advocates for inclusive and accurate history education and recommends effective integration of CRT, leader preparation, and policy implications. The recommendations consider the intricate landscape of CRT in K-12 educational leadership. It emphasizes the significance of promoting inclusive environments to address racial disparities and promote equitable learning.