The purpose of this study was to use qualitative research methods to explore the emotional experiences of three early childhood education leaders directing diverse programs in the Rocky Mountain Region. Application of a poststructural theoretical framework was completed to better understand how leaders' emotion was performed within social and political structures of power and resistance and how discursive practices of emotion shaped the leader's emerging sense of identity. While research on emotion and teaching has become more prevalent recently (Colley, 2006; Goldstein, 1997; Hargreaves, 2000, 2001; Madrid, Baldwin, & Frye, 2013; Madrid & Dunn-Kenney, 2010; Meyer, 2009; Nias, 1996; Shields, 2002; Tsang, 2011; Tucker, 2010; Zembylas 2003, 2004, 2005a, 2005b), research on emotion and educational leadership, particularly in the field of early childhood education, remains limited (Blackmore, 1989; Crawford, 2011; Stamopoulos, 2012; Zorn & Boler, 2007). This study of administrator emotion in three unique early childhood programs, with different funding sources, goals, and institutional constraints, can provide insight into how various forces intersect to construct emotion. Emotion, in this study makes visible tensions between layers of power and resistance that leaders use their agency to navigate as they lead early childhood education organizations in our current education climate. As leaders come to understand the potential benefits from reflecting on their emotion, they can make better informed decisions and recognize the power of the choices they make every day. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]