This study examines the lack of Latina representation in senior positions within 4-year higher education institutions in the United States. It utilizes Latina/o Critical Race Theory (LatCrit) and testimonio methodology to delve into the experiences of seven Latina leaders who have reached the roles of president and provost. The research investigates how various aspects of Latina senior leaders' identities--such as race, gender, language, and immigration status--affect their career paths and leadership approaches. Through the lens of LatCrit, the study analyzes systemic biases and institutional barriers that contribute to Latina underrepresentation, challenging conventional leadership models that perpetuate exclusion and marginalization. The testimonios of Latina leaders serve as powerful narratives, shedding light on the complex obstacles they encounter and the strategies they employ to overcome them. These testimonios demonstrate their resilience and offer alternative perspectives to dominant narratives in higher education leadership. By documenting the experiences and insights of Latina leaders, this research advocates for structural changes within academia to create inclusive and equitable environments reflective of the communities they serve. It urges higher education institutions and policymakers to implement initiatives supporting the career advancement of Latinas and other underrepresented groups into senior leadership positions. The study concludes with actionable recommendations for policies and practices aimed at facilitating the progress of Latinas in academic leadership roles. [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.]