This qualitative exploratory study examines the perspectives of Hispanic women on barriers to educational leadership in the U.S. K-12 education. It aims to understand the challenges faced by Hispanic women in aspiring to leadership roles within the educational sector. Phenomenology, Driving Force Theory, and Intersectionality Theory form the theoretical framework that supports this study. The interviews reveal multiple barriers that Hispanic women encounter as they aspire for leadership roles such as family responsibilities, cultural beliefs, poverty, racial biases. Additionally, external influences and the availability of professional networks play significant roles in defining the aspirations of Hispanic women in pursuing leadership positions within education. The findings highlight the need for policy changes, support programs for low-income students, and bias and diversity training to mitigate the identified barriers. This research provides valuable insights into the challenges faced by Hispanic women to the field of educational leadership and offers practical solutions for overcoming these barriers. [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.]