Indigenous K-12 school leaders contribute to Tribal Nation building by leading schools that recognize and embed student culture. A large body of literature suggests the importance of culturally responsive leadership and recognizing students' cultural strengths within the foundations of the school. Indigenous K-12 school leaders' work toward decolonizing schools is critical considering the context of the Indian boarding school era where schools were used as a weapon of assimilation and genocide. This study examines the mindsets and leadership practices utilized by Dine K-12 school leaders in Northern New Mexico as they embed student and community cultural capital within their schools. This study contributes to the growing literature surrounding the practices of Indigenous K-12 school leaders and their contributions to the self-determination of Tribal Nations through their approaches to leadership. Furthermore, how leaders with a social justice approach acknowledge cultural wealth and historical trauma within their leadership design to support student success. [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.]