This study explored the cultural knowledge (CK) and cultural skills (CS) levels of Texas school leaders to determine if there was a relationship between cultural knowledge and cultural skill as well as between principals' CK and CS levels and school academic outcomes. In comparing within-group scores, the results indicated CK scores were higher than CS scores in all participant groups. Between-group analysis revealed participants in non-Title I schools scored higher in CK, but Title I school leaders scored higher in CS. Results further indicated school leaders who identified as a member of a marginalized group scored higher in CS but slightly lower in CK than leaders who did not identify as a member of a marginalized group. There was a statistically significant, positive correlation between CK and CS scores; however, CK scores were negatively correlated with proficiency levels in marginalized student groups and CS scores were positively correlated with proficiency levels in marginalized student groups.