Early Childhood Education and Care (ECEC) is an enterprise which impacts the social and economic standing of communities globally. ECEC quality, accessibility, innovation and sustainability have been considered in a wide body of research. However, there was a gap in research when considering non-traditional (specifically, nature immersion) ECEC, and the respective leaders of such schools. The study explored the lived experiences of ECEC global leaders of nature immersion programs, who were working in South Korea, Finland, Canada, Sweden and the United States of America, or as many of these countries as possible. This study discovered how such organizational leaders reflected on their preparation, examined their leadership competencies, analyzed their leadership beliefs, and explored how ecopsychological wellness was influenced through nature immersion education, impacting ECEC innovation and sustainability in a global education market. This study utilized a qualitative research method, with a qualitative transcendental phenomenological research design. The primary instrument used in this study was a semi-structured interview, utilizing a Framework Matrix for Interview Questions (Appendix B). Two theoretical frameworks were applied, Authentic Leadership Theory and the Ecopsychological Theory, which allowed the ECEC leaders to examine their leadership competencies and explore their ecopsychological wellness of working in nature immersion environments. I began with purposeful sampling, contacting a known Forest School leader. This first contact then generated snowball sampling, which generated ten participants for this study, residing in Canada and in the United States. Research participants qualified for this study if they meet the following criteria: (1) had worked or were currently working as a director, or an organizational leader of a nature immersion ECEC program, and (2) were fluent (speak and read) in English. This exploration highlighted the lived experiences of non-traditional (nature immersion) ECEC global leaders, it hopefully added new insights to the global sustainability of ECEC programs, prepares future ECEC leaders in assuming director positions globally, and most importantly, it inspired high-quality care and development of children on a global platform. [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.]