Previous research suggests that Latinas face a host of obstacles that may impair their ability to enter leadership positions and motivate them to pursue non-leadership positions. Culturally, Latinas tend to be expected to fulfill domestic duties, eschewing opportunities to advance in their careers into leadership positions. There is also evidence that women, in general, face a number of obstacles in the ascendance to leadership positions. Fewer training opportunities and lower expectations lead to women being promoted to leadership positions less often and to be unprepared for leadership duties and obligations. These obstacles and relationships impacting Latina and women in pursuing leadership positions have been found to hold in the field of education as well. Yet, many Latina women overcome these obstacles and achieve leadership positions in the field of education. The current study features an exploration of the narrative of Latinas in leadership positions in the field of education. The intention behind the work is to explicate and contextualize the narrative of the Latina leader in education. It is revealed, here, that Latina leadership in education tend to have had strong familial and social support, relied on strong mentors, and been heavily motivated by teaching and improving school systems. [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.]