Purpose: The purpose of this study was to investigate the process by which culturally responsive school leaders (CRSL) become CRSL in secondary public schools. Although there is a clear need for leaders trained in culturally responsive practices, little is known about high school leaders' journey to become culturally responsive school leaders (CRSL). This study sought to acquire greater detail on the formative experiences and seminal moments that occurred for leaders, which led to the school leaders self-identifying as CRSL. Research Methods: This study utilized a qualitative research methodology through narrative inquiry to answer the research questions. Interviews were conducted to collect participants' narrative stories. Participants met three criteria to be a part of this study: 1) school leader in a public high school, 2) five years of educational experience and 3) an interest in inclusion as it relates to culturally responsive school leadership in their screening questionnaire. High school leaders described the events, people, practices and/or policies that brought them to believe that they are culturally responsive in their school communities. Discussion and Implications: The analysis of the data revealed that personal experience in life and education and equity training were the major factors that led these leaders to become CRSL. This paper provides reflections on these findings and future research needs. This paper also discussed implications for policy and practice based on these findings. [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.]