By the year 2023, most children attending public school in the United States will be of a minority race (National Center for Educational Statistics, 2013). However, 80% of the teachers in public schools are White (Musu, 2019). Student identity (race/ethnicity, socioeconomic status, cultural/linguistic, disability, gender identity/expression, and sexual orientation) fosters inequities, negatively impacting students' experiences, academic outcomes, and graduation rates (Cooc & Kiru, 2018; Frattura & Capper, 2015; GLSEN, 2017; Gorski, 2013; Shifrer, 2018; Shifrer, Muller, & Callahan, 2011; Theoharis, 2007; U.S. Department of Education, 2018, 2019). Principal leadership is instrumental to developing culturally competent cultures to navigate the dynamics of student diversity and mitigate the impact of identity-based inequities (Fullan & Quinn, 2016; Gorski, 2013; Leithwood & Jantzi, 2005; Lindsey et al., 2019; Robinson, 2013; Shields, 2010, 2017; Theoharis, 2007). A descriptive case study design was used to explore participants' leadership actions and cultural competence beliefs as they lead diverse schools. Three urban high school principals from one district in Ohio participated in the study. The findings revealed that participants enact both leadership actions and cultural competence beliefs to develop culturally competent cultures and that the process is developmental and continuous. Implications for principal leadership include providing school leaders understanding of the complexity and nuance of culturally competent leadership. Central office administrators and educational leadership preparation programs can better understand culturally competent principal leadership to inform their work based on this study. [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.]