The purpose of this qualitative, narrative study was to explore the lived experiences and perceptions of individualistic and collectivistic immigrant teachers as they transformed into inclusive leaders in the unfamiliar multicultural K-12 classrooms of Houston, Texas. The theoretical foundations were: Hofstede's individualism-collectivism continuum, the Inclusive Leadership theory, the Multicultural Organizational theory, and the transformative learning theory. Nine foreign born and educated teachers, currently teaching in multicultural K-12 classrooms in Houston, Texas, with a minimum of two years' classroom experience, were purposively sampled. The CVScale questionnaire and the researcher as the role of observer served as the instruments. Responses from the CVScale questionnaire, semi-structured interviews, the researcher's field observations, and reflective journals served as data sources. Data source triangulation, recorded interviews, professional transcriptions, member checking, and external independent auditing, added validity to the data. Atlas ti 8 was used to organize, manage, and analyze the manually coded data and develop themes, which were theoretically triangulated. The emerging themes were emotional response, disorienting dilemma, unmet expectations, inclusive leadership behavior, and transformative learning options. The results of this study answered the research questions of how collectivistic and individualistic immigrant teachers experienced the adaptation and transformation into inclusive leaders, and how they perceive the disorienting dilemmas they experienced during the process. [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.]