The purpose of this qualitative descriptive study was to explore how urban school principals describe the use of their leadership practices to engage faculty in dialogue regarding inclusion and racism to address the needs of twice exceptional (2e) African American and Hispanic students in California. Purposive sampling was used to invite urban school principals using three data sources: (1) one to one interviews, (2) a focus group, (3) a demographic questionnaire. The conceptual framework used was CRSL. The thematic analysis was done with preliminary coding, descriptive, and pattern coding imported into the NVivo® program to answer the research questions. Ten participants were purposefully recruited for one-to-one individual interviews, and four participants participated in a focus group. The Braun and Clarke process of thematic analysis was used to analyze the data. Descriptions allowed inductive reasoning exploring urban principals' CRSL practices. Four themes were found: Urban school leadership practices of self-awareness to change outcomes; Culturally responsive teaching practices to change trajectories; Developing inclusive school environments by exposing exclusionary practices; and Engaging community to empower and enlighten. [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.]