This article focuses on presenting culturally responsive leadership practices that could help school principals transcend rigorous accountability mandates by using two student-centered practices: culturally responsive leadership and teacher self-efficacy. This is a contextual narration of the author's 12 years of leadership experience at a South Texas elementary school. The implications of this autoethnography are to inform the leadership practices of present and future school principals who need to develop a human agency and utilize high-needs students' communities' cultural wealth to positively impact their academic success.