When it comes to equity and access through culturally proficient practices, what schools intend to do versus what they actually do can be incongruous by defaulting to traditional accountability metrics over change and innovation. Utilizing the Conceptual Framework for Culturally Proficient Practices, the purpose of this study was to investigate formal and nonformal educational leaders' perceptions regarding the barriers and next steps of Cultural Proficiency implementation following a 10-day Cultural Proficiency training. Findings indicated variations based on individual identity, position in the school system, and external socio-political factors that influence how individuals perceive the implementation, advancement, and/or limitations of Cultural Proficiency work.