This dissertation explores the issue of minority underrepresentation in K-12 educational leadership roles, examining its perceived causes and implications within academic settings. The research utilized a qualitative approach involving detailed surveys and interviews with school administrators from K-12 schools in Western North Carolina, Upstate South Carolina, and parts of Northern Georgia. The study focused on critical topics such as working conditions, school climate, culture, and retention, aiming to shed light on the barriers that contribute to the shortage of minority leaders in education. The findings reveal challenges faced by minority leaders, including implicit bias, limited professional growth opportunities, systemic barriers, underrepresentation in decision-making roles, a lack of role models, and cultural insensitivity. All 15 participants emphasized the urgent need for systematic changes to address these issues, advocating for enhanced support for minority leaders and proactive measures to attract diverse individuals to educational careers. This research highlights the necessity of fostering an inclusive and equitable atmosphere in education, where leadership efficacy is not determined by ethnicity or background, thus enriching the educational experience for all students. [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.]