The enrollment of students in the United States public school system is becoming more racially and ethnically diverse. According to research, students of color benefit from having teachers and leaders who look like them as role models and the classroom dynamics that diversity creates. However, the ethnic and racial diversity of teachers and leaders in education does not reflect this changing landscape. Specifically, there is a disparity in the percentage of Asian American principals compared to Asian American students. Previous literature attributes the lack of a significant presence of Asian Americans in educational leadership positions to stereotypes and racism, citing an alleged lack of leadership qualities due to cultural differences. The lack of understanding of the nuances of both Asian and American cultures and the acceptance of these stereotypes can negatively impact the perception of Asian Americans, which can potentially contribute to the underrepresentation of K-12 Asian Americans in leadership positions. Currently, there is limited research that addresses this concern. Therefore, this study explored the cultural values of Asian Americans and their impact on leadership preferences to address these stereotypes and perceptions. Data were collected through an online survey distributed to Asian American and non-Asian American K-12 principals where responses on the Asian American Values Scale--Multidimensional (AAVS-M) were compared to those of the Vannsimpco Leadership Survey (VLS). The study found that transactional leadership styles such as transactional, autocratic-transactional, and democratic-transactional were more salient for Asian American principals compared to non-Asian American principals. Asian cultural values such as family recognition through achievement and conformity to norms were prevalent Asian cultural values for these leadership styles. For non-Asian American principals, survey analysis revealed that autocratic and autocratic-transformational leadership styles had the most significant correlations where family recognition through achievement and emotional self-control were prevalent Asian cultural values. Results suggest that simple theoretical approaches to leadership do not address the complex interaction between culture and leadership behaviors, which needs to be further explored. [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.]