The purpose of this qualitative descriptive study was to explore how Latina K-12 school Administrators described their leadership attributes in relation to their career advancement in CO. The attribution theory served as the theoretical foundation for this study. Two research questions guided this study: (1) How do Latina K-12 administrators describe their career advancement; (2) How do Latina K-12 administrators describe the leadership attributes that support their career advancement? Data collected using demographic survey, semi-structured interviews, and participant reflective journals. The volunteer sample was 15 Latina school administrators in CO. Nine themes were analyzed: (1) Mentorship and involvement in professional organizations as a support to leadership endeavors, (2) creating opportunities and developing programs to support the advancement for people of color specifically Latina/o K-12 administrators, (3) barriers to Latina/o administrators' career advancement, (4) the impact of racism, stereotypes, and bias on the quality of Latina/o experiences in K-12 leadership, (5) the value of creating, building, and nurturing relationships as a component of leadership, (6) personal characteristics that influence drive, persistence, and courage, (7) promotion of diversity, equity, and inclusion,(8) Latina administrators described their belief in their hard-work, goal-orientation, and growth mindset as key attributes for their career advancement, and (9) Latina administrators describe the influence of their familial upbringing and cultural roots on their leadership style and approach. Findings suggest K-12 Latina school administrators were hardworking, resilient, persistent, and relational as leaders. [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.]