This dissertation investigates the lived leadership experience of superintendents of American schools in Brazil. For this purpose, a phenomenological research methodology was utilized. Eight purposefully selected superintendents of American schools in Brazil comprised the sample. Data were collected via audio recordings of two in-depth interviews with each participant and notes taken during interviews. Audio recordings were transcribed, and transcribed data were analyzed. Analysis of the data resulted in the identification of mission advocacy, community-building, communication, and environmental awareness as essential skills for superintendents of American schools in Brazil. Findings suggest that being the superintendent of an American school in Brazil is challenging and complex and that language, culture, and collegial support are key factors in the lived experience of these superintendents. Recommendations for practice and for future research are provided.