Leadership, like diversity, is often used in education as an all-encompassing notion, applied to a wide variety of situations, or at times, used rather loosely. The danger with such an approach is the lack of specificity. Yet, specificity can set the boundaries so narrow that one is led to believe one approach is better than another or that "one size fits all situations." The author suggests that what educators and educational leadership programs need is some balance between the "broad" and "narrow" views of leadership in order to foster congruence between individual values and beliefs and organizational missions, visions, and activities. He focuses on how being an American Indian/Alaska Native influences leadership, especially educational leadership. He addresses the relationship between cultural identity and professional reputation. Because cultural beliefs, values, and actions vary, one can be seen as an effective leader with the ability to achieve results or be known as less effective or even incompetent. He suggests that one needs to take a critical reflective view of one's cultural identity and its inherent leadership values. (Contains 1 footnote.)