The author profiles two women principals of color who have successfully enhanced student learning in high-poverty schools. In their leadership narratives, the principals address how the complexity of poverty affects their work, how they affirm the worth and dignity of all, how they influence beliefs and attitudes of staff, why they think their schools have been successful in raising student achievement, and their top three recommendations for how school leaders can most effectively improve the education of poor children. The author concludes with the recommendation that we pay attention to what these leaders know.