This thesis explores the role of school leaders in facilitating culturally responsive learning environments within Manitoba's French Immersion schools, amidst a time of rapid demographic changes. Utilizing a qualitative, case-study approach based on Stake's methodology, the research draws on interviews with school principals across various educational contexts. Central to the inquiry is the question of how school leaders can effectively respond to increasing Indigenous, racialized and linguistically diverse students in French Immersion settings. Guided by Pierre Bourdieu's theoretical framework—specifically his concepts of field, habitus, and capital—this study reveals the systemic barriers to inclusivity within French Immersion programs. The findings illustrate how the hierarchical nature of educational fields impact school leader agency and their ability to cultivate culturally proficient learning communities. By examining the habitus of educators, the research highlights the cultural and social capital that shapes their responses to diversity, as well as the phenomenon of hysteresis, where established practices lag behind changing student demographics. Recommendations emphasize the importance of recruiting diverse professional staff, supporting teachers in developing inclusive practices, and building strong community relationships. School leaders must actively confront barriers to inclusion and foster a culture of openness among educators. By prioritizing continuous professional development and mentorship, principals can enhance staff capacity to meet the needs of all students. This research provides essential insights for developing equitable educational environments in French Immersion contexts, highlighting the critical need for culturally responsive leadership in the face of change.