Culturally responsive (CR) leadership permeates all leadership practices and consists of several domains including: developing critical consciousness, supporting cultural knowledge development, and advocating for social justice within and outside of the school walls. This case focuses on the need to ground CR leadership in critical self-reflection and cultural consciousness by exploring the relationship between a White principal and his first leadership team member of Color who brings a different, bicultural perspective to his work. Assumptions that fill the void left by a lack of cultural knowledge lead to damaging effects including tokenism and stereotype threat.