This article begins with a discussion of the political and ideological dimensions of culture, cultural difference, and labeling. The authors follow with the assertion that administrator's beliefs, as expressions of personal values, are connected to their instructional behaviors and their leadership roles in schools (Hart Bredeson, 1996). Therefore, the authors make the argument that an administrator's personal commitment to becoming a multicultural person, concerned with disembedding deep-seated cultural biases and self-reflection, will contribute to schoolwide preparedness and responsiveness to cultural diversity and inclusion.