The purpose of this qualitative, multi-site, multi-case study was to examine how three early college high school principals in North Carolina promote the success of the first generation, students of color and low-income students they serve. The study examined these principals through a conceptual framework of democratic, socially just, culturally responsive leadership. Findings show that two out of the three principals demonstrated the qualities and characteristics of democratic, socially just, culturally responsive leaders. Additionally, each principal led their school based on the values and beliefs each held about student achievement, access, equity and educational opportunity. The study has implications for the skills, dispositions and knowledge principals of diverse school should have in order to promote the success of their culturally and linguistically diverse students
