This article integrates relevant literature with the lived experiences of five school principals regarding how they utilized different leadership styles to build an inclusive school culture. The conceptual framework--a Critical Inclusive Praxis, including culture, change, leadership, inclusion and challenge--provided a base for the literature and field research. The framework reinforces principals' responsibility to continuously transform the school through reflective, critical and dialogical action in order to nourish and sustain a strong culture. The study shows that it is essential that principals understand the five elements of a Critical Inclusive Praxis and how they intersect to build socially just and democratic schools.