This article will present information and research on how a college of education is intentionally developing principals to lead with confidence and racial competence. The nation's student achievement research is sobering: our current school systems widen already existing gaps between white students and students of color, (Darling-Hammond, L. 2004, 2009; Wooleyhand, 2003; Haycock & Gerald, 2002; Kafele, 2014). This study reviews data from a mixed method study around the intentional development of principals as critical leverage points to ensuring that meaningful changes occur; so much so that achievement for children of color improves.