Purpose: The purpose of this phenomenological study was to explore and describe Latina superintendents leading Title I school districts' perceived impact of the servant leadership constructs established by Patterson (2003) on establishing a culture of high performance. Methodology: This qualitative phenomenological study explored and described the impact of servant leadership on the establishment of a culture of high performance as perceived by Latina superintendents leading Title I schools located in Kern, Los Angeles, Orange, and Riverside counties. The researcher was part of a thematic team of 8 peer researchers and 2 faculty advisors who developed a semistructured interview protocol. Using purposeful, convenience sampling, 8 participants were selected to be interviewed about their lived experiences. Findings: The findings from the study indicate that Latina superintendents leading Title I schools agree that Patterson's (2003) servant leadership constructs support the establishment of a culture of high performance. The semistructured interviews, observations, and artifacts yielded 17 identified themes, 7 major findings, and 2 unexpected findings. Conclusions: It is concluded that Latina superintendents utilize servant leadership constructs to build strong, supportive relationships; promote a mission of service; and model shared leadership and collaborative teamwork. Additionally, in combination with Patterson's (2003) constructs, Latina superintendents utilize the strategies of effective communication, emotional intelligence, and political intelligence to navigate complex social dynamics connected to ethnic and gender equity. Recommendations: The researcher recommends that administrator preparation programs, professional organizations, and superintendent search firms use servant leadership as a frame to provide training in culturally proficient gender equity, effective communication, and emotional and political intelligence. To promote the success of superintendent women of color, search firms should offer training and mentoring programs to prospective candidates in effective governance practices, contract negotiations, and political intelligence. School boards should be encouraged to be trained in gender equity and cultural proficiency and should be encouraged to add quarterly facilitated governance sessions to their superintendent's contract language. [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.]