This Educational Leadership Portfolio is documentation of my efforts to better understand the perspectives and racialized and gendered lived leadership experiences of Women of Color K-12 educational leaders who work in predominantly White public school systems within a county in a mid-Atlantic state. The problem addressed is that there is too little understanding of the lived leadership experiences of Women of Color K-12 educational leaders. The improvement goals were to know and describe the perspectives of Women of Color K-12 educational leaders and amplify their voices as they report on their lived leadership experiences; and raise awareness of the systemic, structural, and institutional inequities that affect their lived leadership experiences and elevate the need for school system leaders to make better-informed decisions that facilitate the dismantling of systems of oppression in order to create better conditions for them. Using interpretive hermeneutical phenomenology methodology, I elevated the voices of the Women of Color K-12 educational leaders as they engaged in praxis around their lived leadership experiences. The improvement strategies were to learn about, validate, and legitimize the racialized and gendered experiences of Women of Color K-12 educational leaders and understand how these experiences influence their leadership. I analyzed the essence or nature of their perspectives and experiences using Critical Race Theory, focusing on the tenets of Intersectionality and Counterstorytelling as the theoretical framework. The findings, which included overarching themes gleaned from their counter stories are that their experiences and conditions for success are influenced by a White supremacy culture which includes multiple microaggressions and racial violence, and limited equality of opportunity to advance in leadership. Subsequently, these Women of Color K-12 educational leaders are exposed to race and gender-related trauma that affects their physical and mental health and influences their leadership perceptions and styles. Finally, the Women of Color K-12 educational leaders offered recommendations for how to create better conditions for them which are synthesized into twelve actions for K-12 school system leaders. Most significantly, Women of Color K-12 educational leaders are validated when their lived leadership experiences are acknowledged and their counter-stories are legitimized. It is prudent that K-12 school system leaders heed the recommendations provided by Women of Color K-12 educational leaders to create better conditions for them, and which ultimately lead to the dismantling of racist and oppressive systems and structures. [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.]