In this study, I explored the problem of disproportionate representation of Filipino American female educational leaders. The purpose of this study was to explore how cultural backgrounds and identity development shaped Filipino women's perceptions of acculturation. I collected and analyzed data from a sample of Filipino American female educational leaders on their cultural and identity development and their influence on future leaders' skills. I used Berry's (2003) acculturation theoretical framework, which represents "changes that result from sustained contact between two distinct cultures" (p. 39). The five participants in this study included current and retired educational leaders in K-12 and adjunct professors in higher education. Findings were as follows: first, their leadership journey and leadership skills enabled them to navigate their work environments and attain high-level leadership positions; second, because the participants had strong Filipino identities as adults, they continued the legacy of teaching and bringing awareness of Filipino American history to other Filipino Americans as well as people in the dominant culture; some of the participants concentrated on increasing equitable practices and advocating for social justice; and lastly, some participants used their experiences and Filipino identities to inspire aspiring and current educational leaders to succeed. [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.]