The purpose of this qualitative narrative inquiry was to explore the lived experiences of Latina educational administrators. This study sought to uncover and understand the relationship between biculturalism and effective educational leadership in the personal and professional lives of second-generation Latina educational administrators. For this study a social constructivist research design was used as a framework, where individuals seek understanding of the world in which they live and work. The methodology of narrative inquiry aligns with this constructivist view, where aspects of participants' lived experiences and how they construct meaning between their cultural and leadership personas are explored. To support the concept that there is value in exploring the lived experience of second-generation bicultural Latina educational administrators, a critical research lens, specifically Latina/o critical theory (LatCrit) was used to "deliberately shift the hegemonic understanding of a social or educational phenomenon and move beyond traditional views of schooling and society" (Darder, 2015, p. 72). Data for this study was collected through in-depth, individual interviews completed by the researcher and eight Latina administrators. The research questions that guided this study were: How is a bicultural identity experienced and understood by a second-generation Latina educational administrator? How do second-generation bicultural Latina educational administrators conceptualize their positions as effective leaders? How do second-generation bicultural Latina educational administrators organize, integrate, and move between two cultures? The themes that emerged within the data included defining a bicultural identity, second-generation experiences as bicultural leaders and adaptive leadership strengths. These themes illustrate the lived experience of participants growing up and working as Latina educational administrators and the struggles and successes they experienced. These struggles and successes supported the development of adaptive leadership strengths within their work as effective leaders. Findings from this study suggest that the struggles Latina educational administrators experience support the development of positive adaptive leadership skills. The hypothesis that this study proposes is that these hardships have not created a hindrance for participants, but instead created resiliency and strength in their educational positions, as well as a desire 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.]