Despite the increasing number of Latinx students in Upper Midwest schools, Latinx school leaders remain underrepresented. This quantitative study explored the experiences of Latinx principals and assistant principals in K-12 schools across the region, focusing on community perception, stress, coping, and resilience. Data were collected from twenty-three principals and assistant principals, including fourteen women and nine men. The Brief Sense of Community Scale (BSCS) showed a mean score of 13.52 (SD = 4.87). The Brief COPE Inventory (BCI) revealed a high mean score for problem-focused coping, indicating effective coping strategies. The Perceived Stress Scale (PSS) indicated higher stress levels (mean score 25.4, SD = 3.159) than the normative sample, while the Brief Resilience Scale (BRS) showed moderate to high resilience (mean score 16.174, SD = 1.497). The study also examined the use of code-switching in leadership among Latinx principals. Findings highlighted significant challenges such as systemic racism, gender biases, cultural differences, and a lack of representation and mentorship. Despite these obstacles, Latinx leaders exhibited considerable resilience and effective coping strategies, underscoring their potential to improve educational experiences for diverse students. The study emphasized increasing Latinx representation in educational leadership and recommended policies and practices to promote inclusivity and equity. These insights form the basis for future research and initiatives to support and empower Latinx school leaders contributing to a more equitable and effective educational system. [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.]