This case was developed for use in courses on the principalship as well as school reform, with an emphasis on developing socially just, epistemologically and racially conscious school leaders. Data are presented about the principal, the school district, the school, the students, and the community. This case explores notions of White privilege to develop epistemological and racial consciousnesses, and works toward disrupting systems of repression. To do so, this case seeks to problematize how urban school reform can be self-serving for White principals, and aims to provoke urban school principals to go beyond epistemological and racial awareness, to action. Course instructors can use this case to examine students’ epistemologies as well as racial consciousness, explore the nexus of White privilege and urban school reform, and discuss race and racism in American schools.