The purpose of this study was to explore the lived experiences of Latina school administrators in their career pathway--specifically, the influences, resources, and supports they leaned on to navigate challenges as they pursued and persisted in educational leadership roles. The study also focused on the personal, professional, and spiritual influences that contributed to the educational leadership position attainment and retention for Latinas in their roles. Two research questions guided this study: (a) What are the personal, professional, and spiritual influences on Latinas in school leadership that enabled their career pathways? (b) What resources and supports have Latina school administrators utilized to overcome challenges and persist in their leadership roles? The study utilized a framework informed by Yosso's (2005) cultural community wealth and Dantley's (2003) critical spirituality. This study of Latinas in school leadership used a qualitative phenomenological and "testimonios" (testimonials) approach. Ten Latina school administrators who served in California counties with more than 50% Latino student enrollment participated in semi-structured, in-depth interviews regarding their lived experiences in securing and persisting in positions of educational leadership. Data were analyzed using a thematic approach through three rounds of coding. The six themes that emerged from the data reflected the stories about participants' experiences in their career pathways as they leaned on key resources and supports. The first theme reflected their foundational faith and the support of their family, while the second theme involved the role of educational agents on their career pathway. Theme three dealt with resiliency against setbacks and challenges, theme four involved professional networking and mentoring, and theme five reflected the importance of participants' sense of self. Theme six attested to the tendency of the women to be future oriented, to "pay it forward." The findings in this study indicated that many of the supports that the Latina administrators initially leaned on in their youth, such as faith and family, continued to sustain them into their adult years as the women added more supports in the form of professional mentors and networking organizations such as the Association of California School Administrators (ACSA) and the California Association of Latino Superintendents and Administrators (CALSA). Most of the women tended toward a servant leadership style, which they attributed to faith, family, and cultural gender roles. Those who were bilingual considered this skill helpful as cultural and linguistic capital, enabling them to better meet the needs of the communities they serve. Some of the participants spoke about the gender and race gaps they experienced, particularly within the roles of high school principal and superintendent. Most had been passed up for male candidates at different points and had experienced the feelings of having to "prove themselves" to some of their male counterparts once in their leadership roles. All struggled with the challenge of balancing a work and a home life. They leaned heavily on key relationships, a strong sense of self, and a strong belief in their purpose and goals in navigating these challenges. Results indicated that work by district, county, and state agencies to systematically provide mentorships, networks, training, and spaces for Latinas who are interested in entering leadership could assist them in attaining such roles. Development of "work-family balance initiatives" or clauses in work contracts could potentially benefit women who experience the stressors of gender role expectations by helping them to negotiate better schedules to help them manage their work and family life. [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.]