This paper reports on a qualitative narrative study that captures the experiences of LGBT [Lesbian, Gay, Bisexual, and Transgender] school leaders along the U.S.-Mexican border in relation towards their journey in becoming a school leader and their occurrences within their practice. I analyze this issue through a queer theory framework and through social identity. Findings from this research contextualizes queer theory and social identity theory to understand the instructional leadership practices and the experiences associated with LGBT school leaders. Furthermore, this research captures the the powerful lived experiences, challenges, discrimination, and marginalization of two LGBT school leaders who have contested social norms, but also challenge the social assumption of the school leadership role.