This qualitative narrative inquiry explores the experiences of school-based administrators in K-12 public school settings within the state of Florida who navigate the challenges of Impostor Phenomenon while concurrently pursuing a doctoral degree. The research draws on the personal stories of four participants--three women and one man--who are currently or previously employed as principals or assistant principals. The study focused on how participants manage the psychological tensions coming from their experiences with Impostor Phenomenon or the persistent self-doubt and the fear of being exposed as a fraud. While most Impostor Phenomenon research has concentrated on fields like business, medicine, and higher education, there is limited exploration of its impact on K-12 school-based leaders, especially those pursuing doctoral degrees. This study fills this gap in existing research by highlighting how IP manifests in K-12 educational leadership, offering practical recommendations for leaders in education to recognize and manage impostor feelings. The study aims to empower school-based leaders who experience Impostor Phenomenon to acknowledge their worth, fostering resilience and self-acceptance in their academic and professional journeys. [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.]