This qualitative research utilized the descriptive case study approach to examine the lived experiences of twelve 1.5- or 2.0-generation Hmong American women who occupy leadership positions in public schools (K-12) and colleges (community colleges, state colleges, and universities) in California. It delved into their gendered, racial, socioeconomic, cultural, linguistic, and other intersectional identity markers that have been formative in their academic and professional journeys. The research used the conceptual framework of AsianCrit, bicultural socialization, and intersectionality theories as tools to understand the challenges and barriers faced by these women leaders. It analyzed the assets or supports and focused on the main factors contributing to their breakthroughs into leadership roles. The research affirmed that Hmong American women face familial and communal challenges and encounter educational, professional, and leadership barriers. Participants' insights validated the reasons for underrepresentation of Hmong American women in leadership. The findings of the study show how these women navigated the barriers utilizing their agency and cultural capital to overcome obstacles and achieve leadership parity. The research aims at promoting leadership attainment for future generations of Hmong American women. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]