The purpose of this study was to explore the perceived culturally responsive leadership practices that support the implementation of Social and Emotional Learning (SEL). This case study was of a large urban district, located in the Southeastern United States, in its fifth year of a social and emotional learning initiative. District, school and SEL program leaders were interviewed for perceived culturally responsive leadership implementation behaviors within four domains. These domains are critical self-reflection, culturally responsive curricula and teacher preparation, culturally responsive and inclusive environment and student and community advocacy. Interview data were triangulated with observations and document analysis. The findings have illuminated several behaviors and practices within culturally responsive leadership that support SEL implementation. Based on this study, recommendations for professional development are provided for both pre-service and in-service leaders on cultivating culturally responsive leadership behavior that supports strong SEL school programming.