Historically, Asian American school administrators' experiences leading the K-12 educational system have been under-researched and under-theorized. Today, as the fastest growing population in the United States, Asian American educators' experiences and contributions can no longer be ignored in educational policy and research. Drawing on the traditions of critical race theory in education, this qualitative study underscores the leadership experiences of four Asian American women school administrators in one Southern U.S. state and seeks to identify their self-concept and expectations as school administrators. This vantage point provides the basis for investigation into their sense of responsibility for equity and leadership practices in diverse educational settings.