This study examines the motivations of American Indian/Alaska Native (AI/AN) educators currently enrolled in an educational leadership preparation program aspiring to educational leadership positions within AI/AN communities. Understanding the motivation of AI/AN educators to become school leaders may assist in increasing the pool of AI/AN school leaders by reframing the concept of leadership used in preparation programs in terms of moral service to Native schools and communities. Responses from 29 AI/AN educators enrolled in a master's degree program leading to principal and special education director licensure and 21 non-AI/AN educators in identical courses were qualitatively analyzed to determine emerging themes and epistemological views in this study. Embracing critical theory and hermeneutic epistemologies, themes of serving as an AI/AN role model, integration of culture into curriculum, mentoring of other educators, and community involvement emerged from responses. The implications of the study's findings are discussed from the perspectives of culturally responsive educational systems.