In this study, the role that racial identity plays among Latina school principals is examined through a case study of a principal in a K–3 elementary school. Based on a Latina/o critical race framework and a phenomenological research approach, the study explores the degree to which having a strong understanding of one's racial identity formation may fuel leadership practices geared toward social justice. The sociocultural and historical implications of how race, class, and gender get operationalized in the identity of this Latina leader are surfaced through the following: growing up living and understanding students’ experiences; understanding the Latino family and advocating for community engagement; having high expectations for students of color by creating bridges between White teachers and students of color, as well as between families of color and White teachers; and having high expectations for students and an acute awareness of discriminatory practices in education. This study brings lessons related to improving the conditions of students of color through principals who are willing to reflect on their values, beliefs, and practices and to explore how these values and beliefs influence their work with students, families, and communities.
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