This study measured Pre-Service Masters of School Administrators' candidates' social capital as a predictor of culturally responsive leadership. The purpose of this research was to examine the relationship between the MSA Pre-service candidates' social capital and their propensity to become culturally responsive leaders. The 23 participants in this study were pre-service Master of School Administration students. A cross-sectional design with the regression analysis procedure is useful in determining the predictor's variables for the influence of multiculturalism and student experiences. Summaries of correlations, means, and standard deviations were reported, along with "F"-ratio, "R"-square, and confidence intervals for resulting predictors. Educational leadership programs need to redefine their roles in terms of how they are preparing twenty-first century leaders for twenty-first century schools. Now, more than ever, there is an increasing phenomenon of poor educational outcomes for students despite the efforts of educational leaders. This study explores the theoretical construct of culturally responsive leadership and social capital as a framework for educational leaders to follow in order to close the opportunity gap for students. More specifically, the study explored the social capital of pre-service Master of School Administrations students and their propensity toward becoming culturally responsive leaders. The study revealed that a correlation could be made between a student's social capital index and their propensity toward becoming culturally responsive leaders. (Contains 4 tables.)