This qualitative case study probes one African American school leader with a conservative religious upbringing as she works in a high school with a self-identified population of African American lesbian, guy, bisexual, and transgender (LGBT) students. The findings demonstrate that the participant's leadership practices were guided by her spiritual foundation and religious beliefs. At the same time, she encountered some limitations in her social justice enactment with LGBT students. The authors invite school administrators to be critically reflective of their views, always questioning how spirituality or religion may hinder their implementation of socially just practice. We also provide practical resources for administrators who wish to make their schools welcoming and productive environments where LGBT students can thrive.