Although the literature reveals that university leadership has been growing more diverse, with younger leaders the most diverse group in terms of ethnicity, race, and linguistic diversity, the literature on English language learners in higher education leadership roles remains scarce. In fact, very few studies have specifically explored the personal experiences of linguistically diverse leaders in higher education leadership roles. Framed by language learner identity theory and resilience theory, this qualitative inquiry explored the life journeys as described by English language learners who had acquired English proficiency, earned advanced academic degrees, encountered obstacles, and transitioned into leadership roles in institutions of higher education. Nonprobability purposive sampling and semi-structured interviewing were utilized. A sample of English language learners currently working in higher education leadership roles reflected upon their journeys through language acquisition, academic achievement, and career advancement. An inductive, thematic, constant-comparative analysis of the data resulted in 10 themes that describe the experiences of English language learners in higher education leadership roles: (a) sense of (be)longing, (b) state of identity flux, (c) experience of othering and out-group discrimination, (d) love of challenge, (e) notion of self-reliance, (f) motivation from imagined selves and imagined communities, (g) motivation from academic achievement, (h) response to obstacles, (i) traits of resilience, and (j) awareness of self, agency, and positionality. Additionally, the findings of this qualitative inquiry highlighted the complex and dynamic connections existing among language, culture, power, identity, resilience, and leadership as described by linguistically diverse higher education leaders through their narratives of continued experiences of inequality and also supported in the literature. This study adds generally to the literature on culture and diversity in higher education leadership and more specifically to the research on bilingual and multilingual professionals in higher education leadership roles. Moreover, this study contributes to a move evidenced in the literature toward more inclusive, critical scholarship within higher education. Additionally, the findings support previous literature that asserts that both social and cognitive dimensions of language learning contribute meaningfully to the persistence of language learners as they negotiate social hierarchies, identity changes, and linguistic hegemonies; encounter obstacles; and develop as leaders in their fields. Future research to understand the resilience of linguistically diverse higher education leaders, their experiences negotiating multiple and emerging identities that emerge during their journeys, and how institutions may better support English language learners in leadership is recommended. [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.]