This article recounts an autoethnographic study of a White elementary school principal's efforts to confront White supremacy in punitive discipline. This principal applied transformative leadership precepts and antiracist pedagogy to conduct a school turnaround effort. The district had committed to neoliberal reform and neoliberal mandates in response to what they perceived as a crisis situation. Both this principal's school and the district had persistent histories of low student achievement and excessive and racist suspension. Discipline, trauma-informed pedagogy, and restorative practices thereby became the themes of the turnaround. However, the district's dedication to conventional neoliberal curriculum reforms effectively annulled restorative and trauma-informed alternatives. Implications of this study compel transformative leaders to consider strategies for explicitly confronting White supremacist and neoliberal discourses.