This qualitative phenomenological narrative research study strives to better understand the challenges Hispanic administrators face when working with high minority populations. According to the Pew Foundation (2008), schools where students fail to do well academically, tend to have a larger population of Hispanic students. In a brief from the National Education Association (2008) found that Latinos are rapidly growing in numbers in the United States, however, the author also shares how academically behind Hispanic students are. The questions asked were what attitudes do local administrators have towards the challenges in a south Texas rural school district. In addition, questions explored what worked towards academic success in this south Texas district. This study viewed the perceptions of eight Hispanic assistant principals composed of four males and four females in a south Texas rural school district that includes both elementary and secondary grade levels. The participants were recorded via audio and interviews were analyzed to find emerging themes. Findings indicated that Hispanic assistant principals were local from the community, strong supporters of education, and had similar upbringings compared to the students they serve. Other themes of significance were students in need of having family support, parental involvement in their education, and the importance of relationships of people working together. This study provides insight of the challenges local administrators' face of a south Texas school district, along with the success that students benefit from these Hispanic administrators in the local south Texas school district examined. [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.]