Persistent underrepresentation of Black students in gifted and talented education (GATE) programs remains a significant concern related to equity and access in public education. Although prior research has examined barriers such as referral bias, assessment practices, and systemic inequities, fewer studies have explored the role of school leaders in shaping identification and retention practices for underrepresented students in gifted education. The purpose of this qualitative bounded case study was to examine how elementary and middle school principals and assistant principals perceived their roles in supporting the identification and retention of Black students in gifted education programs within a large urban school district in the southeastern United States. Guided by Rizzo et al.’s (1970) role theory, the study explored how role expectations, role conflict, and role ambiguity influenced leadership practices related to gifted programming and equitable access to advanced learning opportunities. Using Stake’s (1995) case study methodology, data were collected through semi-structured interviews with principals and assistant principals serving in schools that demonstrated growth in the participation of Black students in gifted programming. District documents and enrollment data were also analyzed to contextualize leadership practices. Data were analyzed using an inductive coding process that included open, axial, and selective coding to identify patterns and categories across participant responses. Three major themes emerged: advocacy and equity-centered leadership, assessment and scheduling as structural gateways to gifted participation, and recognition of unconventional expressions of giftedness among Black students. Participants described their roles as advocates who challenged traditional assumptions about giftedness, promoted inclusive identification practices, and influenced systems related to student placement and support. Findings suggest that principals and assistant principals play a critical role in shaping equitable access to gifted education through leadership advocacy, policy implementation, and organizational decision-making that affect identification, placement, and retention practices within gifted programs.