The purpose of this autoethnography is to provide analysis of personal leadership experiences during times of educational distress in order to extend understanding of the nuances of educational leadership for new and experienced leaders. An autoethnography is a qualitative research method in which the researcher is also the subject of the study. When looking at cultural groups or events, quantitative research methods do not translate to the meanings of humans in social interaction or speak to the significance of human thought and action (Adams, Holman Jones, & Ellis, 2015). In autoethnography, the researcher uses autobiographical stories to analyze and interpret their lived experiences with the purpose of extending sociological understanding. It reflects the interconnectivity of self, others and culture (Hamdan, 2012). This autoethnography utilizes a leadership framework as an analysis of learning and growth of the leader during two specific events of educational distress. The six domains of the leadership frame are: relational, collaborative, systems, visionary, instructional, and servant. A person cannot predict when an educational distressing event will occur. To lead during times of educational distress, it is important to have a strong understanding of your leadership framework and personal beliefs. [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.]