This autophenomenography describes multicultural leadership in school counseling from the perspective of a female African American school counselor; who served as a lead counselor, researcher, and participant of a research study, while employed in a predominantly White-culture school district. The theoretical framework grounding this study was critical race theory (CRT). Methodological processes were implemented to collect and to analyze data, as suggested by Giorgi (1997) and Saldaña (2013). The concern is that multicultural leadership in school counseling needs specificity and expansion, thereby making the rationale for this study meaningful. This article contributes to the lack of evidence in the literature regarding multicultural leadership experiences of an African American school counselor. The results are thematically reported as successes, challenges, and implications of leadership experiences in school counseling.