This study’s purpose was to explore how faculty members in a middle school serving traditionally marginalized students perceived culturally responsive school leadership in their school and to examine how those perceptions could affect their use of culturally responsive teaching practices (CRTP) in their classrooms. This study also sought to determine how faculty perceptions of culturally responsive school leadership (CRSL) might influence faculty participation in a learning culture as demonstrated by the use of organizational learning mechanisms. Additionally, the study examined how leader perceptions of culturally responsive school leadership were similar or dissimilar to faculty perceptions. A diverse purposeful sample of faculty participants provided data relevant to the research questions collected through interviews, observations, and document analysis. These data were analyzed through the lens of social justice leadership as praxis, and made use of provisional, open, and axial coding to develop themes relative to culturally responsive school leadership, culturally responsive teaching practices, and organizational learning mechanisms to determine their relationships and how they may influence social justice leadership.The findings of this study demonstrated thatfaculty members in a middle school serving traditionally marginalized students perceived the practice of CRSL in their school and reported use of culturally responsive teaching practices. Several secondary organizational learning mechanisms (OLMs) were in place, but their presence did not indicate consistent use among faculty teachers. The school leaders’ perceptions of CRSL behaviors were similar to the faculty’s perceptions and demonstrated that employment of CRSL behaviors can assist school leaders in pursuing social justice leadership.